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Accessions  No.  .  Cfass  No. 


SYLLABUS 


COURSE  IN  PEDAGOGY 


EMBRACING  EDUCATIONAL  PSYCHOLOGY,  METHODS  OF  TEACHING, 
SCHOOL  ECONOMY,  AND  HISTORY  OF  EDUCATION. 


BY — 

EDWARD    BROOKS, 

'Superintendent  of  Public  Schools,  Philadelphia. 


"  The  object  of  education  is  to  give  to  the  body  and  the  soul  all  the  beauty  and  perfection 
of  which  they  are  capable."— Plato. 

The  object  of  education  is  to  prepare  for  complete  living." — Herbert  Spencer. 

''• 


PHILADELPHIA : 

BURK  &  McFETKIDGE,  306  AND  308  CHESTNUT  ST. 
1892. 


SYLLABUS 


-OF  A- 


COURSE  IN  PEDAGOGY 


EMBRACING  EDUCATIONAL  PSYCHOLOGY,  METHODS  OF  TEACHING, 
SCHOOL  ECONOMY,  AND  HISTORY  OF  EDUCATION. 


— BY — 

EDWARD    BROOKS, 
M 

Superintendent  of  Public  Schools,  Philadelphia, 


"  The  object  of  education  is  to  give  to  the  body  and  the  soul  all  the  beauty  and  perfection 
of  which  they  are  capable." — Plato. 

"  The  object  of  education  is  to  prepare  for  complete  living." — Herbert  Spencer. 

<&^ 


PHILADELPHIA: 

BURK  &  McFETKIDGE,  306  AND  308  CHESTNUT  ST 
1892. 


PREFACE. 


This  syllabus  of  a  general  course  in  Pedagogy  has  been  prepared  for 
a  two-fold  purpose.  First,  it  is  designed  as  a  basis  of  lectures  by  the 
Superintendent  to  the  teachers  of  Philadelphia  on  the  science  and  art  of 
Teaching.  Second,  it  is  also  intended  as  a  suggestion  or  a  guide  to  such 
teachers  of  the  city  as  may  desire  to  continue  their  educational  reading  or 
who  may  wish  to  make  a  more  thorough  study  of  Pedagogy  than  they  have 
hitherto  done. 

It  is  to  be  understood  that  it  is  merely  a  syllabus,  though  a  compre- 
hensive one,  and  aims  to  suggest  only  the  leading  ideas  of  pedagogical 
thought  and  practice.  Details  are  to  be  supplied  and  variations  made  by 
the  individual  student  as  may  be  thought  desirable.  While  it  is  believed 
that  the  principles  presented  embrace  all  the  leading  ideas  of  the  great 
thinkers  on  educational  subjects,  from  the  earliest  times  to  the  present 
day,  these  are  not  to  be  regarded  as  exhaustive  of  the  subject,  but  merely 
suggestive  of  general  lines  of  thought  upon  the  topics  considered.  Teachers 
will  remember  also  that  many  principles,  no  matter  how  broad  or  compre- 
hensive, will  need  judicious  modification  in  order  to  adapt  them  to  the 
various  cases  that  arise  in  the  actual  work  of  the  school-room.  It  is 
suggested  that  the  principles  given  be  carefully  scrutinized  and  criticised 
by  those  who  may  examine  them,  and  especially  by  those  who  may  be 
guided  in  their  studies  by  this  syllabus.  Every  professionally  educated 
teacher  should  have  in  his  mind  some  such  outline  of  the  theory  and 
practice  of  teaching  as  is  here  presented;  and  it  is  hoped  that  these 
outlines  may  be  at  least  suggestive  of  a  scheme  of  educational  doctrine 
worthy  of  the  claim  of  the  possibility  of  a  Profession  of  Teaching. 


The  Science  and  irt  of  Teaching, 


INTRODUCTION. 

I.  THE  NATURE  OF  EDUCATION. 

1.  Education  defined  and   illustrated.     Fundamental 
ideas; — development  and  knowledge — culture  and  instruc- 
tion. 

2.  Definitions  of  different  thinkers : — Plato;  Aristotle; 
Montaigne;      Bacon;      Locke;      Comenius;     Pestalozzi; 
Spencer;  Bain,  etc. 

3.  The  problem  of  education:— Man,  the  object  of  edu- 
cation.    Matter,  the  material  of  education.     Method,  the 
manner  of  education.      Relation  of  the  three   elements. 
Divisions  which  they  indicate. 

4.  Kinds  of  education  : — Determined  by  the  nature  of 
man.     Analysis  of  man's  nature.     Results'  of  analysis; — 
(a)   Physical   education ;    (6)   Intellectual    education ;    (c) 
^Esthetic  education;    (d)  Moral  education;    (e)  Religious 
education. 

5.  Grand   aims  of  education : — Improvement  of  the 
individual ;  development  of  knowledge  ;  progress  in  civil- 
ization; universal  freedom. 

II.  GENERAL  PRINCIPLES  OF  EDUCATION. 

1.  The  fundamental  object  of  education  is  the  perfec- 
tion of  the  individual. 

2.  This  perfection  is  attained  by  a  harmonious  develop- 
ment of  all  the  faculties. 

3.  These   faculties   develop  in  a  natural  order   that 
should  be  followed  in  education. 


4.  The  basis  of  this  'development  is  the  self-activity  of 
the  mind. 

5.  This  self-activity  has  two  distinct  phases  :  1st,  recep- 
tive and  acquisitive;   and  2d,  productive  and  expressive. 

6.  These  two  phases  of  self-activity  should  be  carefully 
co-ordinated  in  the  work  of  education. 

7.  There  must  be  objective  realities  to  supply  the  con- 
dition for  the  self-activity  of  the  mind. 

8.  The  mind  operating  on   these   objective   realities 
develops  its  powers  and  furnishes  itself  with  knowledge. 

9.  Education,  at  a  certain  stage,  should  be  modified  by 
the  different  tastes  and  talents  of  the  individual. 

10.  A  scheme  of  education  should  aim  to  attain  the 
highest  welfare  of  society,  the  state,  and  the  race. 

III.  THE  BRANCHES  OF  EDUCATION. 

The  branches;  how  determined;  their  nature  and 
relation ;  what  is  embraced  in  each ;  general  outline  of  the 
branches. 

1.  Methods  of  Culture : —  2.  Methods  of  Instruction  : — 

1.  Physical  culture.  1.  In  language. 

2.  Intellectual  culture.  2.  In  mathematics. 

3.  ^Esthetic  culture.  3.  In  physical  sciences. 

4.  Moral  culture.  4.  In  history,  civics,  etc. 

5.  Religious  culture.  5.  In  the  arts,  etc. 

3.  School  Economy  : —  4.  History  of  Education  : — 

1.  School  preparation.  1.  Oriental  education. 

2.  School  organization.  2.  Greek  education. 

3.  School  employments.  3.  Roman  education. 

4.  School  government.  4.  Mediaeval  education. 

5.  School  authorities.  5.  Renaissance  education. 

6.  School  systems.  6.  Modern  education. 

5.  The  Philosophy  of  Education. 

NOTE.— "Methods  of  Culture"  includes  both  the  physical  and  mental 
nature  of  man.  The  discussion  of  the  culture  of  the  mental  nature  is  em- 
braced under  the  head  of  Educational  Psychology,  which  constitutes  the 
first  division  of  this  syllabus.  The  subjects  of  physical  culture,  aesthetic 
culture,  etc.,  are  only  incidentally  referred  to  in  this  syllabus.  The  expres- 
sions, "methods  of  instruction"  and  "methods  of  teaching"  are  often 
used  interchangeably. 


PART  I 


Educational  Psychology ; 

Or,  the  Mind  and  its  Culture. 

INTRODUCTION. 

I.  THE  NATURE  OF  MAN. 

Man  the  object  of  education.  Nature  of  man, — his 
physical  nature, — his  mental  nature.  Relation  of  body 
and  mind.  Education  embraces  the  culture  of  both  body 
and  mind. 

II.  GENERAL  NATURE  OF  MIND. 

1.  The  Mind : — Its  existence, — its  nature, — distinction 
from  matter.     How  to  study  mind : — by  observation, — by 
language, — by  consciousness.      Fundamental  activities, — 
discrimination  and  retention. 

2.  Value  of  a  knowledge  of  mind  to  the  teacher : — 
For  its  culture, — for  its  instruction, — for  the  principles  of 
teaching, — the  basis  of  his  work. 

3.  Analysis  of  Mind : — Forms  of  activity,  or  Faculties. 
A  faculty  defined,     ('lasses  of  faculties; — Intellect — Sen- 
sibility— Will.     Their  nature  and  relation.     Faculties  not 
parts  of  the  mind — The  mind  a  unit. 


III.  GENERAL  NATURE  OF  THE  INTELLECT. 

1.  The  Intellect  defined— Its  activities — Its  products — 
The  source  of  knowledge. 

2.  Faculties  of  the  Intellect : — Perception  ;  Memory  ; 
Imagination;  Understanding;  Intuition. 

3.  The    Understanding    (thought-power)  : — Abstrac- 
tion ;  Conception ;  Judgment ;  Reasoning. 

4.  The    products     of     the      Intellect : — Ideas     and 
Thoughts — their  nature — their  origin — their  relation. 

5.  Consciousness   and   Attention; — their   nature  and 
functions. 

IV.  GENERAL  PRINCIPLES  OF  THE  CULTURE  OF  THE  MIND. 

1.  The  object  of  mental  culture  is  the  complete  develop- 
ment of  the  powers  of  the  mind. 

2.  One  of  the  primary  conditions  of  mental  culture  is 
a  well-organized  and  healthy  brain. 

3.  The   mind   is   cultivated    by   the    activity   of   its 
faculties. 

4.  This  activity  of  the  mind  requires  objective  realities 
for  it  to  act  upon. 

5.  Each  faculty  of  the  mind  requires  a  culture  adapted 
to  its  own  nature  arid  activity. 

6.  The  culture  of  the  mind  should  follow  the  natural 
order  of  the  development  of  its  faculties. 

7.  The  culture  of  the    mind   should    aim    at   a   har- 
monious development  of  all  its  faculties. 

8.  The  culture  of  the  mind  should  be  modified  by  the 
different  tastes  and  talents  of  a  pupil. 

9.  The  culture  of  the  mind  is  not  creative,  but  aims 
to  develop  possibilities  into  realities. 

10.  The  ultimate  aim  of  education  is  the  attainment 
of  the  triune  results  of  culture,  knowledge,  and  efficiency. 


THE  INTELLECT. 

I.  THE  NATURE  AND  CULTURE  OF  CONSCIOUSNESS. 

/.  Nature  of  Consciousness. 

Its  general  nature ;  objects  of  consciousness ;  pro- 
ducts of  consciousness;  unconscious  mental  modifications; 
development  of  conscious  knowledge. 

//.  Mental  Culture  through  Consciousness. 

Culture  through  conscious  knowledge.  Culture 
through  unconscious  knowledge.  The  culture  of  philo- 
sophical consciousness.  The  culture  required  for  abnor- 
mal consciousness. 

II.  THE  NATURE  AND  CULTURE  OF  ATTENTION. 

1.   The  Nature  of  Attention. 

1.  Its  general  nature ;  objective  and  subjective;  posi- 
tive and  negative ;  relation  to  consciousness ;  relation  to 
the  will ;  relation  to  the  acts  of  the  body ;  number  of 
objects  of  attention,  etc. 

//.   The  Culture  of  Attention. 

1.  Importance  of  Attention : — To  perception ;  to  mem- 
ory; to  thought ;  to  genius  ;  to  success  in  life. 

2.  How    to    cultivate    Attention: — By   exercise;    by 
observation ;  by  reading  ;  by  study  ;  by  mathematics  ;  by 
natural '  science,  etc. 

3.  How  to  secure  the  attention  of  pupils  : — By  manner 
in  teaching ;  by  method  of  teaching ;  by  appropriate  sub- 
jects— novelty — variety — interest — adaptation  to  age,  etc. 

4.  Habits  of  attention ;    extent  of  culture  ;    remark- 
able examples,  etc. 


10 


III.  THE  NATURE  AND  CULTURE  OF  PERCEPTION. 

/.   The  Nature  of  Perception. 

1.  Its  general  nature   defined  and  illustrated.     Con- 
ditions of  perception ; — body  and  mind. 

2.  The  Nervous  Organism : — The  Brain.  The  Nerves — 
afferent   and   efferent.      Theories    of   sensation.      Reflex 
action.     The  organs  of  the  special  senses, — touch,  taste, 
smell,  hearing,  and  sight. 

3.  Process  of  Perception  : — How  we  perceive  objects. 
Relation  of  sensation  and  perception.     Direct  and  indirect 
perception.     The  forming  of  percepts.     Knowledge  given 
by  each  sense ; — by  touch, — by  taste, — by  smell, — by  hear- 
ing,— by  sight.     The  relation  of  sight  to  touch. 

4.  Herbart's   doctrine   of  Apperception.     Its   educa- 
tional value. 

II.   The  Culture  of  Perception. 

1.  Value  of  this  culture.     Neglect  of  culture.     Differ- 
ences of  perceptive  power.     The  time  for  culture.     Sense 
culture  the  basis  of  the  new  education. 

2.  Methods  of  cultivating  Perception  : — By  exercise; 
observing  with  attention;  observing  minutely  ;    object  les- 
sons; drawing;  natural  history ;  formulas  for  observation, 
etc. 

3.  Culture  of  the  special  senses : — (a)  Lessons  to  cul- 
tivate touch ;    (6)  Lessons   to   cultivate   smell   and   taste ; 
(c)  Lessons  to  cultivate  hearing ;    (d)  Lessons  to  cultivate 
sight. 

4.  Application  of  Perception  in  Teaching : — In  orthog- 
raphy ;    In   reading ;    In  geography ;    In  arithmetic ;    In 
geometry ;    In   physiology ;    In    drawing ;    In   modeling, 
etc. 


11 

5.  Relation  of  Perception  to  the  "new  education:'' — 
Montaign e — Locke  —  Pestalozzi  —  Froebel — The  Kinder- 
garten— Object  Lessons — Observation  and  experiment  in 
teaching  the  natural  sciences. 

6.  The     limitation    of  'perceptive     knowledge: — In 
history ;  In  geography ;  In  mathematics ;  In  literature  ;  In 
philosophy,  etc. 

7.  Value  of  perceptive  knowledge  : — Its  culture  value 
— Its  practical  value — Errors  of  the   "  old  education  " — 
Over-estimation  of  perceptive  knowledge — Mistakes  in  the 
"  new  education." 

IV.  NATURE  AND  CULTURE  OF  THE  MEMORY. 

I.   The  Nature  of  the  Memory. 

1.  Its  general  nature  defined  and  illustrated.    The  con- 
servative faculty.     Nature  of  conservation  of  knowledge. 

2.  The  elements  of  Memory  : — Retention ;   Recollec- 
tion; Representation;  Recognition.     Discussion  of  each. 

3.  The    Laws    of    Memory: — Nature    of   the   laws. 
Primary  laws  (law  of  the  permanent  idea) ; — comprehension 
— attention — feeling — repetition,  etc.    Secondary  laws  (law 
of  the  related  idea) ; — similarity — contrast — contiguity — 
cause  and  eifect. 

4.  General  remarks  on  Memory : — Relation  to  reason- 
ing— Relation  to  invention — Memory  and  old  age — Effects 
of  disease  on  the  memory. 

II.   The  Culture  of  Memory. 

1.  Importance  of  the  culture  of  Memory.  Neglect  of 
culture.  Differences  in  memory.  Examples  of  remark- 
able memory.  Time  for  culture.  Value  of  the  memory. 


12 

2.  Methods  of  cultivating   the   Memory  : — Exercise ; 
clear  conceptions ;    attention ;    interest ;    repetition  ;  asso- 
ciation ;    special  artifices ; — verse — key-words — sentences  ; 
systems  of  mnemonics. 

3.  Application     to    Teaching: — In   orthography — In 
geography — In  history — In  literature — In  natural  history 
— In  arithmetic — In  physiology,  etc. 

4.  The  Memory  in  education  : — Educational  value  of 
the  memory — The  memory  studies — Misuse  of  the  mem- 
ory in  teaching — Rote  learning — Words  without  ideas — 
Cramming,  etc. 

V.  THE  NATURE  AND  CULTURE  OF   THE  IMAGINATION. 

I.   The  Nature  of  the  Imagination. 

1.  Its  general  nature  defined  and  illustrated.     Its  re- 
lation to  perception.     Its  relation  to  memory.     Materials 
used  in  its  operations. 

2.  Its  Products  : — new  combinations ;  new  creations ; 
their  relation  and  difference. 

3.  Its  Forms  : — phantasy  ;  fancy  ;  imagination  proper. 

4.  Its  Laws  : — Involuntary  ;    voluntary  :    suggestion  ; 
spontaneous  ;  sensible  forms,  etc. 

5.  Its  Limits  : — By  space  ;  by  matter  ;    by  time ;  by 
mind. 

6.  Its  Sphere^  of  operations  : — Vary  the  old  ;  combine 
the  old  into  new  forms ;  create  the  new, — objects,  forms, 
events,  characters,  etc. 

II.   The  Culture  of  the  Imagination. 

1.  Value  of  the  culture  of  Imagination : — To  thought ; 
To  science ;  To  poetry  ;  To  art ;  To  oratory ;  To  character. 


13 

2.  Methods  of  cultivating  the  Imagination  : — By  exer- 
cise;   study  of  nature ;    study  of  art;   study  of  literature  ; 
forming  new  combinations;    creating   ideal  productions. 

3.  Application    in    Teaching  : — In    orthography — In 
reading — In     geography — In     literature — In    history — In 
geometry — In  drawing — In  modeling — In  music,  etc. 

4.  Its  relations : — To  science — To  fiction — To  poetry — 
To  painting — To  sculpture — Idealism  and  realism  in  art. 

YI.  THE  UNDERSTANDING  OR  THOUGHT-POWER. 

1.  The  Understanding  defined  and  illustrated :  names 
of  the  faculty ;  its  products ;   its  operations  (analysis  and 
synthesis) ;  its  basis  (comparison). 

2.  Forms  of  activity  of  the  Understanding : — Abstrac- 
tion— Conception — Judgment — Reasoning. 

3.  Culture    of    the    Understanding  : — Its    value — Its 
neglect — Time   for   culture — The   thought-studies   of  the 
school — Each  faculty  to  be  considered  separately. 

VII.  THE  NATURE  AND  CULTURE  OF  ABSTRACTION. 

/.    The  Nature  af  Abstraction. 

1.  Its  nature  defined  and  illustrated.      Positive   and 
negative.     The   power   questioned.     Arguments   for    the 
power.    Other  views, — limited  view,  wider  view.     General 
remarks. 

2.  Products    of    Abstraction: — Abstracts;    pure    ab- 
stracts are  particular ;  general  abstract  ideas. 

12.   The  Culture  of  Abstraction. 

1.  The  importance  of  correct  culture: — Value  of  the 
power  of  abstract  thought— The  concrete  before  the 
abstract — Errors  of  the  old  education— Dangers  in  the 
new  education. 


14 

2.  Methods  of  cultivating  Abstraction  : — By  sponta- 
neous activity ;  drill  on  abstract  qualities ;  study  of  the 
abstract  sciences;  not  take  a  child  to  the  abstract  too 
early. 

VIII.  THE  NATURE  AND  CULTURE  OF  CONCEPTION. 

/.   The  Nature  of  Conception. 

1.  The  general  nature  defined  and  illustrated.  Nature 
of  the  general  idea.     The  term  generalization.     The  term 
conception. 

2.  The  process  of  Conception  : — The  basis  of  the  pro- 
cess ;  Forming  the  concept  (the  three  steps);  Naming  the 
concept;    Forming  higher  concepts;  The  three  steps  not 
always   formal ;   A  synthetic  process ;  An  ascending  pro- 
cess. 

3.  The  nature  of  the  Concept : — Definition  of  the  con- 
cept ;  Not  an  image  ;  Relation  to  a  percept ;  Concrete  and 
abstract;  Broad  and  narrow  ;  Higher  and  lower  ;  Relation 
of  concepts ;    Content  and  extent ;  Extension  and  inten- 
sion ;  Distribution  of  concepts. 

4.  Qualities  of  Concepts  : — Clear  and  obscure ;   Dis- 
tinct and  confused ;  Adequate  and  inadequate ;   Notative 
and  symbolical ;  Absolute  and  relative  ;  Contrary  and  con- 
tradictory ;  Positive  and  negative. 

5.  Unfolding  conceptions  : — Logical  division  ;  logical 
analysis;  logical  definition. 

6.  Existence  of  general  ideas  : — Their  existence  ques- 
tioned; nominalism   and   its  arguments ;    conceptionalism 
and  its  arguments  ;  Bain's  discussion  of  the  subject;  reply 
to  Bain. 

7.  Classification: — Nature  of  classification;   scientific 
classification  ;  early  attempts  and  progress  of  classification  ; 
scientific  genius ;  classes  in  nature. 


15 

21.   The  Culture  of  Conception. 

1.  Value  of  Conception: — Basis  of  thought;  Basis  ol 
language ;  Basis  of  science. 

2.  Methods  of  cultivating   Conception: — In  studies; 
By   logical    analysis;    By    logical    division;    By   logical 
definition. 

3.  Application  in  Teaching : — In  geography — In  arith- 
metic— In  grammar — In  botany — In  zoology,  etc. 

III.   The  Culture  of  Classification. 

1.  Value  of  Classification  : — In  common  life — To  the 
student — In  science. 

2.  Methods    of    cultivating    Classification : — Classify 
objects ;  classify  subject-matter  of  studies ;  write  outlines  in 
studies;  study  the  classificatory  sciences;   study  the  prin- 
ciples of  classification,  etc. 

3.  Application   in    Teaching: — In    orthography;    In 
geography;  In  history;    In  arithmetic;  In  grammar;  In 
natural  sciences,  etc. 

IX.  THE  NATURE  AND  CULTURE  OF  JUDGMENT. 
I.   The  Nature  of  Judgment. 

1.  Its  general  nature  defined  and  illustrated: — Primi- 
tive judgments;  Logical  judgment;  The  things  compared  ; 
Analytic  and  synthetic;  Judgments  of  extension  and  in- 
tension ;  The  proposition  analyzed. 

2.  Nature   of  judgments: — Definition;    Quality   and 
quantity;    Kinds  of  judgment;    Relation  of  judgments; 
Distribution  of  terms ;  Laws  of  distribution ;  Substitutive 
judgments. 

3.  Derived   judgments: — By    opposition;     by    con- 
version, etc. 


16 

II.   The  Culture  of  Judgment. 

1.  Value  of  the  Judgment : — To  perception ;  To  mem- 
ory ;  To  thought ;  To  science ;  To  poetry,  etc. 

2.  Methods  of  cultivating  the  Judgment : — Exercises 
in    comparison    of, — forms,  colors,   lengths,  etc. ;    By  the 
studies, — arithmetic,    geometry,  grammar,  etc. ;   The  fig- 
ures of  literature  ;  Games  of  skill,  etc. 

3.  Application    in    Teaching  : — In    orthography ;    In 
geography;    In  arithmetic;  In   grammar;    In  geometry; 
In  manual  work,  etc. 

X.  THE  NATURE  AND  CULTURE  OF  REASONING. 
I.   The  Nature  of  Reasoning. 

1.  Its  general  nature  defined  and  illustrated.     Indirect 
comparison ;  Comparison  of  relations ;  Relation  to  judg- 
ment ;  Views  of  different  writers,  etc. 

2.  Kinds   of  Reasoning  : — Deduction  and  induction  ; 
Their  relation  ;  Kinds  of  truth  to  which  each  is  applicable* 

3.  The  syllogism  : — Definition ;  the  parts ;  the  terms ; 
the  premises;  the  figures ;  laws  of  the  syllogism. 

4.  Deductive  reasoning : — Its  nature;  origin  of  general 
truths ;  mathematical  reasoning,  etc. 

5.  Inductive    reasoning  : — Its   nature  ;    its  basis  ;    its 
limits ;  criteria  of  induction ;  tests  of  casual  agency. 

5.  Hypothesis  and  theory : — Nature  of  each ;  prob- 
ability ;  verification  ;  origin ;  value,  etc. 

II.   The  Culture  of  Reasoning. 

1.  Culture  of  Deductive  reasoning : — Study  of  lan- 
guage;  study  of  mathematics;  study  of  the  physical 
sciences;  stud}'  of  the  philosophical  sciences;  care  to 
avoid  the  fallacies  of  deduction, — (begging  the  ques- 
tion— reasoning  in  circle,  etc.). 


17 

2.  Culture    of   Inductive    reasoning  : — By   inductive 
teaching   or   studying ;    by   the    study   of    the    inductive 
sciences;   by  inductive  investigations;    care  to  avoid  the 
fallacies   of   induction, — (of  observation,    mistaking    the 
cause,  antecedent  for  cause,  etc.). 

3.  Application  in  Teaching  : — In  geography ;  In  gram- 
mar; In  arithmetic ;  In  algebra;  In  geometry;  In  history;, 
In  natural  philosophy  ;  In  physiology ;  In  botany,  etc. 

4.  Thought     knowledge  : — Relation     to     perceptive 
knowledge — Higher  than  perceptive  knowledge — Higher 
than  book  knowledge — The  triumphs  of  natural  science — 
The  triumphs  of  mathematics — The  grandeur  of  philosophy. 

XL  THE  NATURE  AND  CULTURE  OF  INTUITION. 
I.   The  Nature  of  Intuition. 

1.  Its  general  nature  defined  and  illustrated  : — Exist- 
ence of  this  power;  Relation  to  other  faculties;  Its  prod- 
ucts;— Primary  Ideas — Primary  Truths. 

2.  Primary  Truths: — Their  nature;    their  existence; 
tests  of  primary  truths;  remarks  on  primary  truths. 

3.  Primary   Ideas : — Space ;    time ;    identity  ;    cause  ; 
number,  etc. 

4.  The  subject  embraces ; — The  True — The  Beautiful 
—The  Good  or  Right. 

XII.  THE  NATURE  AND  CULTURE  OF  THE  TRUE. 
I.   The  Nature  of  the  Idtas  of  the   True. 

1.  Space: — Nature  of  Space;  nature  of  the  idea;  origin 
of  the  idea. 

2.  Time:— Nature   of    Time;    nature    of   the    idea; 
origin  of  the  idea. 

3.  Identity  : — Nature  of  Identity ;  nature  of  the  idea  ; 
origin  of  the  idea;  kinds  of  identity. 

4.  Cause: — Nature   of  Cause;    nature    of  the   idea; 
origin  of  the  idea. 


18 

5.  Number : — Nature  of  Number ;  nature  of  the  idea ; 
origin  of  the  idea. 


II.   The  Culture  of  the  Idea  of  the  True. 

1.  The   value   of   the  idea  of   the   True  :— Basis  of 
thought ;  basis  of  science ;  relation  to  art ;  relation  to  life. 

2.  Methods  of  cultivating  the  idea  : — It  unfolds  spon- 
taneously.    The  development  of  the  idea, — of  space ;  of 
time ;  of  cause,  etc. 

3.  Application  in  Teaching : — The  True  in  Science — 
The  True  in  Art— The  True  in  Morals. 


XIII.  NATURE  AND  CULTURE  OF  THE  BEAUTIFUL. 
I.   The  Nature  of  the  Beautiful 

1.  The   Beautiful : — Difficulty  of  defining.     Various 
theories.     Two  classes — objective  and  subjective.     Subjec- 
tive  theories: — sensation;    association;    symbolism.     Ob- 
jective  theories: — utility;    order  and   proportion;    unity 
and  variety ;  the  spiritual  theory. 

2.  The  Sublime  : — Nature  of  sublimity;  elements  of 
sublimity;  moral  sublimity. 

3.  The  Ludicrous  : — Nature  of  the  idea ;  nature  of  the 
ludicrous  ;  forms  of  the  ludicrous. 

4.  The  power  of  Taste  : — Its    nature ;    its   two    ele- 
ments; standard  of  taste,  etc. 

II.    The  Culture  of  the  Beautiful— (^Esthetic  Culture), 

1.  The  value  of  the  idea  of  Beauty: — To  Character; 
to  Literature ;  to  the  Arts ;  to  Morality ;  to  Religion ;  a 
source  of  enjoyment. 

2.  Culture  of  the  ^Esthetic  nature  : — From  nature ; 
from  art ;    by  literature  ;    by  music ;    by  certain  studies ; 
the  beautiful  in  character,  etc. 


19 

3.  Application  in  Teaching: — Condition  of  the  school- 
room ;  pictures ;  flowers ;  music ;  poetry  ;  drawing ;  man- 
ners of  pupils,  etc. 


XIV.  THE  NATURE  AND  CULTURE  OF  THE  RIGHT. 

/.   The  Nature  of  the  Good,  or  Right. 

1.  Nature  of  the  idea  of  the   Right:— The    Right — 
'Obligation — Merit  and  demerit.     Origin  of  these  ideas. 

2.  Theories  of  the  nature  of  the  Right : — Happiness  ; 
utility;  legal  enactment;  divine  will,  etc. ;  correct  theory. 

3.  Origin  of  the  idea  of  the  Right : — Education;  legal 
•enactment ;    association ;    sympathy ;    Bain's    theory ;    a 
moral  sense;  intuition. 

4.  Nature  of  Conscience: — Intellectual  element;  emo- 
tional element;  their  relation;  what  is  conscience? 

Nature  of  Ethics;   diversity  of  moral  judgments ;  is 
-conscience  a  safe  guide  ? 

//.   The  Culture  of  the  Eight— (Moral  Culture). 

1.  Nature  of  this  culture  : — Ideas  to  be  developed ; — 
the  right — obligation — merit  and  demerit.     The   idea  of 
duty.     The  different  duties. 

2.  Value  of  moral  ideas  : — To  Literature ;  to  the  Arts  ; 
to  Character ;  to  Society ;  to  the  State. 

3.  Principles  of  moral  culture  : — (a)  Culture  possible ; 
(6)  should  begin  early;  (c)  feeling  with  cognition;  (d)  in 
the  concrete. 

4.  Methods  of  moral  culture  : — (a)  By  examples ;  (6) 
by  literature ;  (c)  by  history;  (d)  by  the  Bible;  (e)  avoid 
evil  influences  ;  (/)  rules  of  moral  action ;  (g)  moral  habits ; 
{Ji)  moral  ideals;  (i)  duty  of  parent  and  teacher,  etc. 


20 

5.  Application  in  Teaching : — Teachers  should  aim  to 
develop  the  following: — 

(a).  Duties  to  self:— Self-control;  purity;  culture;  in- 
dustry; temperance;  ambition;  vanity ;  covetousness,  etc. 

(6).  Duties  to  others  : — Courtesy ;  obedience  ;  vera- 
city ;  honesty;  charity;  gratitude;  patriotism,  etc. 

(c).  Duties  to  God: — Faith;  love;  obedience. 

NOTE.— In  this  brief  discussion  of  the  Eight  may  be  found  the  basis 
of  a  course  in  Moral  Culture.  A  full  treatment  of  the  subject  would, 
embrace  the  Sensibilities  and  the  Will. 


THE   SENSIBILITIES. 

I.  THE  NATURE  OF  THE  SENSIBILITIES. 

Introduction  : — The  Sensibilities  defined  and  illus- 
trated. Relation  to  the  intellect.  Classification, — Emo- 
tions, Affections,  and  Desires.  Duality  of  feelings.  Other- 
classifications. 

I.   The  Simple  Emotions. 

The  Emotions  defined  and  illustrated.  Classifica- 
tion,— Instinctive  and  Rational.  Nature  of  each. 

1.  The    Instinctive     Emotions:  —  Cheerfulness     and. 
melancholy ;    companionship   and    loneliness ;    sympathy 
with  happiness  ;  sympathy  with  sorrow. 

2.  The  Rational   Emotions : — (a)  The   egoistic   emo- 
tions,— pride  and  humility  ;    (b)  The  aesthetic  emotions  : — 
novelty;  wonder;  beauty;  sublimity;  the  ludicrous;  (c)  The 
ethical  emotions  : — obligation  ;   satisfaction  and  remorse ;; 
approval  or  disapproval., 


21 

//.   The  Affections. 

The  Affections  defined  and  illustrated.  Classification, 
— Benevolent  and  Malevolent.  Nature  of  each. 

1.  The   Benevolent   Affections  : — Affection   for   kin- 
•dred  ;    friendship  ;    gratitude  ;    patriotism  ;    philanthropy  ; 
piety. 

2.  The  Malevolent  Affections: — Resentment;    envy; 
jealousy ;  revenge,  etc. 

III.   The  Desires. 

The  Desires  defined  and  illustrated.  Their  basis. 
Relation  to  aversion.  Classification, — Physical  and 
Rational. 

1.  The   Physical  Desires: — Food;  stimulants;  activ- 
ity; repose,  etc. 

2.  The  Rational  Desires : — Happiness ;  society ;  wealth  ; 
power  ;  esteem  ;  knowledge.     Hope  and  fear. 


II.  THE  CULTURE  OF  THE  SENSIBILITIES. 

1.  Value  of  the  Sensibilities : — Of  great  value ; — to  the 
intellect;  to  thought;  to  will;  to  literature;  to  oratory; 
to  happiness;  to  morality  ;  to  religion. 

2.  General  principles  of  their  culture  : — By  judicious 
-exercise;  develop  the  higher  and  repress  the  lower;  the 
law  of  moderation. 

I.   Culture  of  the  Emotions. 

1.  The  Instinctive  Emotions : — Cheerfulness  ;  melan- 
choly: companionship;  sympathy. 

2.  The  Rational  Emotions : — Pride ;  humility ;  novelty ; 
vbeauty ;  sublimity ;  the  ludicrous ;  the  moral  feelings. 


22 

II.  Culture  of  the  Affections. 

1.  The  Benevolent     Affections : — Love    of    kindred; 
friendship;  gratitude;  patriotism;  philanthropy;  piety. 

2.  The  Malevolent  Affections: — Resentment;    envy; 
jealousy;  revenge,  etc. 

III.  Culture  of  the  Desires. 

1.  The  Physical  Desires  : — Food;  stimulants ;  activity  ; 
repose,  etc. 

2.  The  Rational  Desires: — Happiness;  society;  wealth;: 
power  ;  esteem  ;  knowledge. 


THE   WILL. 

I.  THE  NATURE  OF  THE  WILL. 

Introduction. — General   nature.     Elements   involved.. 
Essential  elements, — motive,  choice,  executive  volition. 

2.  The    Motive  :  —  Definition  ;     motive     subjective  ; 
classes  of  motives ;  relation  of  desire  and  duty ;    relation 
of  motive  and  cause. 

3.  The  Choice  : — Definition  of  choice  ;    essential  ele- 
ment;    diversity  of  objects;    liberty  of  selection ;    choice 
free;  deliberation  implied;  the  final  decision. 

4.  The  Executive  Volition  : — Its  nature  ;    relation    to 
choice ;  when  complete. 

5.  Remarks  on  the  Will : — The  will  an  active  power  ; 
the  will  a  cause  ;    the  conception  difficult ;  Bain's  philoso- 
phy of  the  will;  Bain's  view  examined. 


23 


II.  THE  FREEDOM  OF  THE  WILL. 

1.  The  nature  of  freedom;  a  freedom  from;  a  free- 
dom to;  "  to  do  as  we  please,"  etc. 

2.  Arguments  for  freedom ; — A  general  conviction  ; 
conscious  of  freedom  ;  man's  moral  nature ;  consequences 
of  the  opposite,  etc. 

3.  Objections  to  freedom: — Influence  of  sensibility; 
contrary  choice;    disposition;    strongest  motive;  motives 
the  cause;  dictum  necessitatis ;  Bain's  views,  etc. 

III.  THE  CULTURE  OF  THE  WILL. 

1.  Value  of  the  Will : — To  thought ;  to  discovery  ;  to 
oratory ;  to  military  success ;  to  government ;  to  religion ; 
to  courage;  to  character;  to  success  in  life. 

2.  Methods    of    cultivating  the    Will  : — Stimulation ; 
direction ;    self-control ;    overcoming   obstacles ;    difficult 
studies;     self-reliance;     prompt    decision;    influence    of 
other  wills;  moral  influences. 

BOOKS  OP  REFERENCE.— Baldwin's  "Elementary  Psychology;" 
Brooks's  "Mental  Science  and  Mental  Culture;"  Sully's  "Hand-Book  of 
Psychology;"  Preyer's  "Development  of  the  Intellect ;"  Preyer's  "Senses 
and  the  Will ;"  Porter's  "  Human  Intellect ;"  Carpenter's  "  Mental  Physi- 
ology ;"  Herbart's  "Psychology;"  Bain's  "Mental  Science;"  Spencer's 
"Principles  of  Psychology;"  Bain's  "Moral  Science;"  Bain's  "The 
Senses  and  the  Intellect;"  Bain's  "The  Emotions  and  the  Will ;"  Bain's 
"Mind  and  Body;"  Galton's  "Natural  Inheritance;"  Hamilton's  "Lec- 
tures on  Metaphysics  and  Logic;"  Mill's  "Examination  of  Hamilton's 
Philosophy;"  Ladd's  "Elements  of  Physiological  Psychology;"  McCosh's 
"Psychology;"  McCosh's  "Intuitions  of  the  Mind,  Inductively  Investi- 
gated;" Locke's  "Essay  on  the  Human  Understanding;"  Lotze's  "Out- 
lines of  Psychology ;"  Calderwood's  "  The  Relation  of  Mind  and  Brain  ;" 
Galton's  "Inquiries  into  Human  Faculty  and  its  Development;"  Ribot's 
"Diseases  of  Memory;"  Wood's  "Brain-work  and  Over- work  ;"  James's 
"  Principles  of  Psychology ;"  Ribot's  "  The  English  Psychology ;"  Carus's 
"The  Soul  of  Man;"  Lindner's  "  Empirical  Psychology ;"  Kant's  "Critique 
of  Pure  Reason ';"  Todhunter's  Logic  ;  Thomson's  "  Outline  of  the  Laws 
of  Thought;"  Jevon's  Logic;  Hyslop's  "Elements  of  Logic;"  Mill's 
Logic,  etc. 


PART    II. 
Methods  of  Instruction  ; 

Or,  the  Science  and  Art  of  Teaching. 

I.  THE  SCIENCE  OF  TEACHING. 

I.  THE  GENERAL  NATURE  OF  TEACHING. 

1.  Teaching  defined.     Relation  to  education.    Its  ele- 
ments.    Culture  and  Instruction. 

2.  Teaching  a  Science.    Its  claims  to  a  science.    Source 
of  its  laws  and  principles. 

3.  Teaching  an  Art.     Its  claims  to  an  art.     Source  of 
its  methods.     The  teacher  an  artist. 

4.  Teaching  includes  : — (a)  The  nature  of  mind ;  (6) 
The  nature  of  knowledge;  (c)  The  nature  of  instruction, 
its  forms,  order,  and  principles. 

II.  THE  GENERAL  NATURE  OF  THE  MIND. 

1.  The  Mind : — Its  nature  ;   how  to  study  mind ;  its 
faculties. 

2.  General      classification:  —  Intellect;     Sensibility; 
Will.     Their  nature  and  relation. 


3.  The   Intellect : — Perception  ;    memory  ;    imagina- 
tion ;  understanding;  intuition. 

4.  The     Understanding: — Abstraction;    conception; 
judgment;  reasoning. 

5.  Other  forms  of  mental  activity : — Consciousness  ; 
attention,  etc. 

III.   THE  GENERAL  NATURE  OF  KNOWLEDGE. 

1.  Nature  of  Knowledge.     Origin  and  development  of 
knowledge.    Relation  of  knowledge  to  the  mind.    Division 
of  knowledge; — common  knowledge — scientific  knowledge 
— "  inductive  and  deductive  "  knowledge — "  empirical  and 
rational" — the  "formal  sciences." 

2.  Classification  of  Knowledge: — Language;  mathema- 
tics; physics;  psychology;    sociology;    history;    the  arts. 

3.  The  nature  of  each  branch ;  its  relation  to  the  mind; 
origin  of  each  branch ;  how  developed. 

4.  Educational  value  of  the  studies: — Culture  value; 
practical  value ;  views  of  various  authors  upon  the  subject. 

IV.  THE  FORMS  OF  INSTRUCTION. 

1.  Nature  of  Instruction  : — Instruction  defined;    rela- 
tion to  education  ;  embraces, — forms,  order,  and  principles. 

2.  Forms  of  Instruction:  (a)  analytic;    (6)  synthetic ; 
(c)  concrete;  (d)  abstract;    (e)  inductive  (/)  deductive ;  (g) 
theoretical;  (A)  practical. 

3.  The    application    of    each   form   to    the    different 
branches  of  study  explained. 

Y.  THE  ORDER  OF  INSTRUCTION. 

1.  The  nature  and  value  of  this  inquiry.  Different 
periods  require  different  studies  and  methods.  Four  edu- 
cational periods, — infancy,  childhood,  youth,  manhood. 


26 

9 


Branches  to  be  taught  :—(a)  in  infancy ;  (b)  in  child- 
hood; (c)  in  youth;  (d)  in  manhood. 

3.  The  same  applied  to  the  different  grades  of  a  public 
school. 

VI.  THE  PRINCIPLES  OF  INSTRUCTION. 

1  The  nature  of  principles;  their  value  in~ teaching; 
three  classes  of  principles;  their  origin;  the  application  of 
the  several  principles  to  the  different  studies. 


FIRST  CLASS — PRINCIPLES  DERIVED  FROM  THE  NATURE  OF 

THE  MIND. 

1.  The  primary  object  of  teaching  is  to  afford  culture 
to  the  mind. 

2.  This  culture  should  follow  the  natural  unfolding  of 
the  powers  of  the  child's  mind. 

3.  The  teacher  should  aim  to  give  careful  culture  to> 
the  power  of  attention. 

4.  The  teacher  should  aim  to  give  careful  culture  to- 
the  perceptive  powers  of  the  child. 

5.  The  teacher  should   aim  to  train  the  memory  to 
operate  by  the  laws  of  association  and  suggestion. 

6.  The  teacher  should  aim  to  unfold  the  child's  power 
of  forming  ideal  conceptions. 

7.  The  teacher  should  aim  to  give  careful  culture  to 
the  powers  of  abstraction  arid  conception. 

8.  The  teacher  should  take  special  pains  to  cultivate 
the  judgment,  or  power  of  comparison,  of  the  child. 

9.  A  child  should  be  taught  to  reason  first  inductively 
and  then  deductively. 

10.  A  child  should  be  led  gradually  to   attain  clear 
conceptions  of  intuitive  ideas  and  truths. 

NOTE.— These  principles  are  to  be  explained  and  illustrated  in  the- 
work  of  teaching. 


27 


SECOND  CLASS — PRINCIPLES    DERIVED   FROM   THE   NATURE 
OP  KNOWLEDGE. 

1.  The  second  object  of   teaching  is  to   furnish  the 
mind  with  knowledge. 

2.  Instruction  should  follow  the  natural  order  of  the 
development  of  knowledge  in  the  human  mind. 

3.  The   three    principal    sources   of    knowledge   are 
observation,  reflection,  and  language. 

4.  Things  should  be  taught  before  words,  and  ideas- 
should  be  taught  before  truths. 

5.  Particular  ideas  should  be  taught  before  general 
ideas,  and  particular  truths  before  general  truths. 

6.  The  causes  of  facts  should  be  taught  before  their 
laws,  and  causes  and  laws  before  scientific  classifications. 

7.  The   elements   of    the   inductive    sciences   should 
precede  the  elements  of  the  deductive  sciences. 

8.  The  formal  study  of  the  deductive  sciences  should 
precede  that  of  the  inductive  sciences. 

9.  The   elements   of    art  should  precede  its   related 
science,  but  advanced  art  must  follow  its  related  science. 

10.  The  metaphysical  or  philosophical  sciences  should 
come  last  in  a  course  of  instruction. 


THIRD  CLASS — PRINCIPLES  DERIVED  FROM  THE  NATURE  OF 
INSTRUCTION. 

1.  All   instruction   should   seek   to   arouse   the   self- 
activity  of  the  pupil. 

2.  The  historic  order  of  the  development  of  knowledge 
is  often  suggestive  of  the  proper  order  of  instruction. 

3.  Elementary  instruction  should   proceed   from  the 
simple  to  the  complex,  while  advanced   instruction    may 
proceed  from  the  complex  to  the  simple. 


28 

4.  Elementary  instruction   should  proceed  from   the 
known  to  the  related  unknown,  while  advanced  instruction 
may  proceed  from  the  unknown  to  the  known. 

5.  Elementary  instruction  should  be  given  in  the  con- 
crete, while  advanced  instruction  may  be  more  abstract. 

6.  Both  elementary  and  advanced  instruction  may  be 
either  analytic  or  synthetic,  according  to  the  nature  of  the 
subject. 

7.  Elementary  instruction  should  be  inductive,  while 
advanced  instruction  may  be  deductive  as  well  as  induc- 
tive. 

8.  Elementary  instruction  should  proceed  from  the 
practical  to  the  theoretical,  while  advanced  instruction  may 
also  proceed  from  the  theoretical  to  the  practical. 

9.  Elementary  instruction  should  proceed  from  the 
•conception  of  ideas  or  truths  to  their  expression  in   lan- 
guage, while  advanced   instruction  may  also  reach  ideas 
and  truths  from  their  expression  in  language. 

10.  The  arts  are  learned  by  intelligent  doing,  and  the 
sciences   by   observation    and   experiment,  language,  and 
thinking. 

NOTE.— It  will  be  interesting  to  the  teacher  to  note  and  discuss  the 
principles  of  education  presented  by  different  writers.  The  principles 
given  above  are  not  designed  to  be  exhaustive  of  the  subject. 


II.  THE  ART  OF  TEACHING. 

1.  The   nature  of  art.      Relation  of  art   to    science. 
How  teaching  is  an  art.     Relation  of  the  art  to  the  science 
of  teaching. 

2.  Teaching  as  an  art  includes  : — 1.  The  Elements  of 
Knowledge;    2.  Language;   3.  Mathematics;    4.  Physical 
Science  ;  5.  History ;  6.  The  Arts. 


29 

I.   THE  ELEMENTS  OF  KNOWLEDGE,  OR  OBJECT  LESSONS. 

1.  Their  nature;  origin  of  object  lessons;  value  of  the 
lessons;  errors  to  be  avoided. 

2.  The  course  of  lessons: — 1.  On  color;  2.  On  form; 
3.  On    common    objects;    4.  On  plants;    5.  On  animals;; 
6.  On  minerals ;  7.  On  facts  and  phenomena  of  nature. 

3.  Method  of  giving  the  lesson.     Model  lessons  on* 
each  of  the  above  subjects. 

NOTE.— For  a  fuller  treatment,  see  the  Elements  of  Science,  page  47. 

II.  THE  LANGUAGE  STUDIES. 

Introduction. — The  nature  of  Language — Origin  of 
spoken  language — Origin  of  English  language — Origin  of 
written  language — Value  of  language  studies. 

Subjects  embraced. — 1.  Teaching  to  Read ;  2.  Orthog- 
raphy ;  3.  Pronunciation ;  4.  Reading  or  Elocution ;  5. 
Grammar;  6.  Composition;  7.  Literature;  8.  Lexicology. 

I.  TEACHING  A  CHILD  TO  READ. 

1.  Nature  of  the  Work : — Written  language — A  source 
of  knowledge— Its  difficulties — Time  to  begin  the  work. 

2.  Methods  of  Teaching : — Several  methods,    (a)  Alpha- 
betic  method  ;    (b)  Word  method  ;    (c)  Sentence  method  ; 
(d)  Phonic  method.     Description  and  discussion  of  each. 

3.  The  Correct  Method: — Combination  of  word,    sen- 
tence, and  phonic  methods. 

Principles  of  the  Method  /—I.  Begin  with  words  and 
sentences  rather  than  with  letters. 

2.  Let  the  written  word  be  regarded  as  a  representa- 
tion of  the  spoken  word. 

3.  Pass  from  words  to  their   elements,  and  use   the 
elements  to  build  up  new  words. 


30 

The  Method  Described: — (a)  \Vords  and  sentences; 
(6)  Analysis  into  elements;  (c)  New  words  from  the  ele- 
ments ;  (d)  General  suggestions. 

4.  The  Child's  Expression  in  Reading :— (I).  The  child 
should  get  the  thought. 

(2).  The  child  should  make  the  thought  its  own. 

(3).  The  child  should  express  the  thought  as  if  it  were 
its  own. 

(4).  The  child  should  thus  read  naturally  as  it  speaks. 

(5).  All  artificial  methods  of  expression  should  be 
•carefully  avoided. 

II.  TEACHING  ORTHOGRAPHY. 

1.  Nature   of   Orthography  : — Its   general    nature — Its 
•difficulty — Irregularity  and  its  causes — Reform  in  spelling. 

2.  Methods  of  teaching  Orthography : — Old   methods — 
Modern  methods — (a)  The  written  method;    (6)  The  oral 
method ;  (c)  The  spelling  match. 

3.  The   Correct  Method: — State  and  discuss  the  prin- 
ciples and  describe  the  methods. 

Principles  of  Teaching  ; — (1).  Teach  first  by  writing 
words. 

(2).  The  words  should  be  written  in  sentences. 

(3).  Make  use  of  common  and  familiar  words. 

(4).  Cultivate  the  habit  of  observing  the  form  of  words. 

(5).  Impress  mental  pictures  of  words  on  the  mind. 

(6).  Be  careful  not  to  impress  misspelled  words  on 
the  mind. 

(7).  Give  attention  to  spelling  in  all  the  branches 
of  study. 

The  Methods  of  Teaching: — The  instruction  should 
include  the  following: — 

(1).  Exercise' in  written  spelling. 
(2).  Exercise  in  oral  spelling. 


31 

(3).  Names  of  common  things. 

(4).  Words  often  misspelled. 

(5).  Associate  words  with  one  another. 

(6).  Give  words  to  compose  other  words. 

(7).  Objections  to  the  use  of  false  orthography. 

(8).  Should  rules  of  orthography  be  used  ? 

III.  TEACHING  PRONUNCIATION. 

1.  Its  Nature. — Nature  of  Pronunciation — Importance 
— Difficulty — Neglect — Standards,  etc. 

2.  Methods  of  Teaching. — Different  methods  of  teaching 
Pronunciation  : — (1)     The    associative   method — (2)    The 
phonic    method — (3)    The   alphabetic    method — (4)    The 
phonetic  method. 

3.  Correct   Pronunciation. — Pronunciation    includes, — 
Articulation  and  Accent. 

(1).  Articulation : — Its  nature ;  how  to  teach  it;  phonic 
analysis;  errors  of  articulation. 

(2).  Accent : — Its  nature  ;  its  principles  ;  how  to  teach 
it:  errors  of  accent. 

IY.  TEACHING  HEADING  on  ELOCUTION. 

Introduction. — 1.  Nature  of  Reading — Its  importance 
— Its  neglect — A  fine  art. 

2.  Three  elements  : — the  Mental  element — the  Vocal 
element — the  Physical  element. 

3.  G  eneral  principles  of  teaching  Reading : — (a)  Natural 
expression ;  (6)  Imitation  of  correct  models ;  (c)  Application 

'of  principles;  (d)  Correcting  errors. 

I.   Teaching  Primary  Reading. 

I.  The  Mental  Element.  Nature  of  the  mental  ele- 
ment— It  includes: — (a)  Comprehension;  (b)  Apprecia- 
tion ;  (c)  Conception. 


32 

1.  Comprehension: — (a)  Pupils  should  understand  the 
meaning  of  words ;  (6)  pupils  should  get  the  thought  of 
the  sentence;  (c)  pupils  should  state  the  thought  in  their 
own  words  ;  (d)  pupils  should  analyze  for  prominent  ideas  ; 
(c)  the  older  pupils  should  study  the  reading  lesson. 

2.  Appreciation  : — (a)  Pupils  should  feel  the  sentiment; 
(6)  pupils  should  assimilate  the  sentiment ;  (c)  the  teacher 
should  cultivate  a  taste  for  literature ;  (d)   the  sentiment 
should  be  adapted  to  the  pupil. 

3.  Conception : — (a)     Pupils     should      form      mental 
pictures  in  reading;    (b)  abstract   conceptions   should   be 
clear  and   vivid ;    (c)  importance  of  the   element  of  con- 
ception. 

II.  The  Vocal  Element.  Nature  of  the  vocal  element 
— It  embraces  : — (a)  Exercises  in  voice  ;  (6)  The  use  of  the 
voice  in  reading. 

1.  Vocal   Exercises: — (1)   For  vocal  culture; — force, 
pitch,  emphasis,  etc. ;    (2)   For    correct  pronunciation  ;— 
articulation,  accent. 

2.  The  Voice  in  Reading : — (1)  Require  natural  ex- 
pression ;  (2)  Pupils  should  read  as  they  talk ;  (3)  If  the 
talk   is   faulty  correct  it;    (4)  Secure  correct  rate,  pitch, 
force,  emphasis,  melody,  etc. 

///.  The  Physical  Element.  1.  Nature  of  the  physical 
element — What  it  includes — Its  importance. 

2.  The  Body  in  Reading : — Correct  attitude" — Position 
of  the  feet — Position  of  the  hands — Holding  the  book-^- 
Turning  the  pages,  etc. 

II.   Teaching  Advanced  Reading. 

I.  The  Mental  Element.  1.  The  Elements:  (a)  The 
Intellectual  (comprehension) ;  (6)  The  Emotional  (apprecia- 
tion); (c)  Conception  (in  delivery). 


33 

2.  Methods    of    Teaching: — Exercises — Natural    ex- 
pression— Principles — Correcting  errors. 

II.  The  Vocal  Element.     1.  The  Elements : 
(a).  Quantity; — force,  emphasis,  stress. 

(6).  Compass; — key-note,  slides,  melody. 

(c).  Time ; — rate,  pauses,  rhythm. 

(d).  Quality ; — pure,  orotund,  tremulous,  etc. 

2.  Methods    of    Teaching : — Exercises — Natural   ex- 
pression— Principles — Correcting  errors. 

III.  The    Physical    Element.      1.    The   Elements:— 
(a)  Breathing — (6)   Posture — (c)   Gesture — (d)  Facial  ex- 
pression. 

2.  Methods    of    Teaching: — Exercises — Natural   ex- 
pression— Principles — Correcting  errors. 


V.  TEACHING  THE  MEANING  AND  USE  OF  WORDS. 

1.  Nature  of  Subject. — Nature  of  words — Origin  of 
words — History  in  words — Value  of  words — Poetry  in 
words — Change  of  words. 

Methods  of  Teaching. — (1)  By  their  use ;  (2)  By  read- 
ing ;  (3)  By  illustrations ;  (4)  By  definitions ;  (5)  By 
synonyms ;  (6)  Logical  definitions ;  (7)  Latin  and  Greek ; 
(8)  From  etymology. 


V.  TEACHING  ENGLISH  GRAMMAR. 

Its  Nature. — The  nature  of  grammar — The  grammatical 
elements — Origin  of  the  elements — Historical  develop- 
ment— Educational  value — Practical  value. 

2.  Teaching  Grammar. — The  teaching  of  grammar — 
Errors  in  teaching — Methods  of  teaching — Etymological 
method — Logical  method — Comparison  of  the  two  methods. 


34 

3.  General  Principles  of  Teaching. — (1)  Teach  grammar 
from  language  and  not  from  definitions ;  (2)  Make  the 
sentence  the  basis  of  grammatical  instruction;  (3)  Make 
the  subject  practical  to  the  learner. 


I.  Methods  of  Teaching  Primary  Grammar. 

1.  Principles  of  Teaching: — (1).  Teach  first  the  gram- 
matical idea  and  then  the  expression  of  it. 

(2).  Lead  pupils  to  discover  the  grammatical  ideas. 
(3).  Do  not  teach  mere  expressions  without  ideas. 
(4).  Do   not   teach   "  grammatical  forms "   to   young 
pupils. 

2.  The    Etymological    Method : — Description    of    the 
method  : — (1)   The  parts    of    speech  : — noun,   verb,   etc. ; 
(2)  The  properties  of  parts  of  speech — number,   person, 
etc.;  (3)  Classes  of  parts  of  speech: — of  nouns;  of  verbs, 
etc. ;  (4)  Exercises : — parsing  ;  analysis ;  false  syntax. 

3.  The  Logical  Method. — Description  of  the  method  : — 
(1)  The  Sentence; — subject;    predicate;    copula;  (2)  The 
Elements  : — principal ;  subordinate ;  limiting,  etc. 

4.  The  Correct  Method. — A  judicious   and   intelligent 
combination  of  the  two  methods. 


II.  Methods  of  Teaching  Advanced  Grammar. 

1.  Grammatical  Elements: — Parts  of  speech;  Classes 
of  parts ;  Properties ;  Relations  ;  Principles  or  rules. 

2.  Formal  Parsing : — Its  nature ;  Its  value ;  Its  object ; 
Forms  of  parsing;  Oral  and  written. 

3.  Grammatical  Analysis : — Its  nature ;  Its  value ;  The 
method  ;  Forms  of  analysis ;  Diagrams. 

4.  False  Syntax: — Its  object;  Its  value;  The  method. 


35 


VI.  TEACHING  COMPOSITION. 

1.  Its    Nature. — Nature   of    Composition — Its  value; 
Errors  in  teaching. 

2.  Division  of  the  subject  for  teaching  : — (a)  Primary 
composition ;  (6)  Advanced  composition. 

I.  Primary  Composition  (Language  Lessons}. 

1.  Its   Nature. — Nature   of    language    lessons :    their 
value ;  neglect. 

2.  Principles  of  Teaching : — (1).  Language  is  learned  by 
imitation  and  practice. 

(2).  Language  is  learned  by  hearing  good  language. 
(3).  Language  is  learned  by  using  good  language. 
(4).  Language  is  learned  by  reading  and  committing 
good  language. 

(5).  Use  no  rules  or  definitions  with  young  pupils. 

3.  Course  of  Lessons  : — (1).  Give  orally  and  in  writing 
the  names  of  objects,  and  their  actions. 

(2).  Exercises  in  talking  and  writing  sentences  about 
various  things. 

(3).  Have  pupils  talk  about  something,  and  then  write 
what  they  have  said. 

(4).  Look  at  objects  and  describe  them,  first  orally, 
then  in  writing. 

(5).  Exercise  in  capital  letters,  elements  of  punctu- 
ation, etc. 

(6).  Reproduction  of  stories  which  have  been  told  or 
read  to  the  pupils. 

(7).  Have  pupils  read  a  selection,  and  then  reproduce 
it,  both  orally  and  in  writing. 


36 

(8).  Look  at  pictures,  and  tell  and  write  stories  sug- 
gested by  them. 

(9).  Exercises  in  letter-writing,  notes  of  invitation  and 
of  acceptance,  etc. 

(10).  Commit  and  recite  choice  selections  of  prose  and! 
poetry. 

//.  Advanced  Composition. 

1.  Preparation. — 1.   Preparation    for   composition   in- 
cludes ; — Materials — Words — Style  of  expression. 

Source  of  Material. — Observation ;  reading ;  reflection ;. 
imagination,  etc. 

Source  of  Words. — Instinctive;  imitation;  general 
reading;  conscious  effort ;  the  dictionary,  etc, 

Style  of  Expression. — Reading  good  authors;  copy- 
ing productions ;  committing  prose  and  poetry;  exercises 
in  declamation,  etc. 

2.  Principles  of  Teaching : — (1).  The  pupil  should  regard 
a  composition  as  the  expression  of  what  he  knows. 

(2).  Young  pupils  should  begin  with  oral  composi- 
tions. 

(3).  The  transition  should  be  made  from  oral  to- 
written  compositions. 

(4).  A  pupil's  observation  should  be  made  the  basis 
of  his  early  composition. 

(5).  The  imagination  in  inventing  incidents  should  be- 
early  brought  into  exercise  in  composition  writing. 

(6).  The  power  of  reflection  in  arriving  at  truths 
and  sentiments  belongs  to  a  latter  stage  of  composition. 

(7).  The  reading  of  suitable  models  of  composition 
will  both  direct  and  stimulate  original  work  in  compo- 
sition. 

3.  The   Writing   of  a    Composition. — It   includes, — the 
subject,    the    material,   the    analysis,    the    amplification. 
Discussion  of  each. 


37 

(1).  The  Subject: — Its  importance  ;  adaptation  ;  varied; 
how  selected. 

(2).  The  Material. — Observation ;  imagination  ;  reflec- 
tion; conversation;  reading. 

(3).  The  Analysis. — Leading  ideas ;  subordinate  ideas ; 
arrangement;  unity  of  thought. 

(4).  The  Amplification. — Introduction;  body;  conclu- 
sion. 

General  Suggestions. — The  written  form;  the  correc- 
tions ;  the  reading ;  literary  exercises ;  newspaper  in 
:school,  etc. 

VII.  TEACHING  LITERATURE. 

1.  Its  Nature. — The  nature  of  literature ;   Ancient  and 
modern ;    Value  of  the  study ;    Classification  of  literary 
productions. 

2.  Its  Object. — Objects  in  teaching  literature  : — (a)  To 
impart  a  knowledge  of  literature ;  (6)  To  cultivate  a  taste 
for  literature ;  (c)  To  secure  skill  in  literary  composition. 

I.  Primary  Methods  in  Literature. 

1.  Principles  of  Teaching : — 1.  Begin  with  prose  rather 
than  with  poetry. 

2.  Begin  with  the  earlier  forms  of  literature,  as  the 
fable,  the  fairy  story,  the  historic  narrative,  etc. 

3.  Let  the  narrative  or   incident   be   the   prominent 
thing  considered  with  young  pupils. 

4.  Have  pupils  reproduce  orally  the  incidents  heard  or 
read. 

5.  Require  pupils  to  invent  stories,  incidents,  tales,  etc. 

6.  Require   pupils    to    commit    and    recite    suitable 
extracts  of  prose  and  poetry. 

2.  Methods  of  Teaching : — 1.  List  of  works  for  young 
pupils  to  read;  2.  The  method  of  reading  these  works; 
3.  The  method  of  conducting  the  exercises. 


38 


II.  Advanced  Methods  in  Literature. 

1.  Principles  of  Teaching : — 1.  Begin  with  the  modern 
writers  and  proceed  backward  to  the  earlier  ages. 

2.  Call  attention  to  the  fine  sentiment  and  the  noble 
characters  of  the  literary  productions. 

3.  Consider  also  the  descriptions  of  natural   scenery 
and  the  analysis  of  character. 

4.  Still  later,  the  beautiful  rhetorical  figure  and  the 
artistic  and  felicitous  use  of  language  are  to  be  noted. 

5.  Students  should  be  required  to  commit  and  recite 
choice  extracts  or  passages  of  prose  and  poetry. 

6.  Advanced  pupils  should  make  a  critical  study  ot 
literary   productions,   explaining  historical   and   classical 
allusions,  philosophical  reflections,  etc. 

7.  The   ideal   course  should   include  all  the  master- 
pieces in  literature  from  Homer  to  Tennyson. 

2.  Methods  of  Teaching. — List  of  authors  to  study ; 
2.  Methods  of  studying  these  authors;  3.  Method  of  con- 
ducting the  recitation ;  4.  The  cultivation  of  a  love  for 
literature. 

III.  THE  MATHEMATICAL  SCIENCES. 

Introduction. — 1.  Nature  of  Mathematics.  Branches  of 
Mathematics ; — arithmetic — geometry — algebra,  etc. 

2.  The  elements  of  mathematics: — Ideas, — Definitions. 
Truths, — Axioms — Theorems — Reasoning. 

3.  The  value  of  mathematical  studies  : — Their  practi- 
cal value;  their  educational  value. 

I.  TEACHING  ARITHMETIC. 

1.  General  nature  of  Arithmetic  : — The  nature  of  num- 
bers. Origin  of  the  idea.  The  decimal  system  of  naming 
numbers.  The  Arabic  sj7stem  of  writing  numbers.  A 
logical  outline  of  arithmetic. 


39 


/.   Teaching  Primary  Arithmetic. 

1.  Introduction. — Subjects  to  be  taught : — (a)  Ideas  and 
language ;  (b)  Elementary  results ;  (c)  Fundamental  opera- 
tions ;  (d)  Elements  of  fractions ;  (e)  Elements  of  denom- 
inate numbers. 

2.  General  principles  of  teaching  primary  arithmetic  : — 
(1).  The  first   lessons   in    numbers   should   be  given 

orally. 

(2).  The  first  lessons  in  numbers  should  be  given  with 
objects. 

(3).  The  method  of  teaching  should  be  inductive. 

(4).  Mental  and  written  exercises  should  be  united. 

/.  Ideas  and  Expression  of  Numbers. — Nature  of  numer- 
ical ideas — Nature  of  the  oral  language  of  arithmetic — 
Nature  of  the  written  language. 

1.  Principles  of  Teaching: — (1).  Use  objects  to  develop 
the  numerical  ideas. 

(2).  Use  groups  of  objects  to  develop  the  decimal 
method  of  numbering. 

(3).  Combine  the  figures  so  as  to  show  the  device  of 
place  value  in  writing  numbers. 

2.  Methods  of  Teaching. — (a)  Teaching  the  ideas  and 
names ;  (6)  Teaching  the  figures,  and  their  combination. 
Describe  in  detail. 

II.  The  Elementary  Results. — Nature  of  elementary 
results.  Methods  of  teaching  the  elementary  results; — 
the  old  method ;  the  Grube  method ;  the  Normal  method. 

1.  Principles  of  Teaching: — (1).  Teach  addition  and 
subtraction  together. 

(2).  Teach  multiplication  and  division  together. 

(3).  Do  not  combine  the  four  processes  at  first. 

(4).  Have  pupils  commit  the  elementary  results  of 
addition  and  multiplication. 


»  X 

40 

(5).  Lead  pupils  to  derive  the  elementary  differences 
from  the  elementary  sums,  and  the  elementary  quotients 
from  the  elementary  products. 

2.  The  Method: — Addition  and  subtraction — Multipli- 
cation and  division — Describe  the  method  in  detail. 

III.  The  Fundamental  Rules. — Nature  of  the   funda- 
mental    rules — Relation     to     elementary     results — The 
necessity  of  drill  for  facility  and  accuracy. 

1.  Principles  of  Teaching : — (1).  Each  process  should  be 
taught  separately. 

(2).  Let  the  pupil  see  the  reason  for  the  methods  of 
operation. 

(3).  Do  not  require  pupils  to  commit  rules  for  the  oper- 
ations. 

(4).  Drill  pupils  in  the  processes  until  they  attain  skill 
and  accuracy  in  them. 

2.  Method  of  Teaching. — Addition;  Subtraction;  Mul- 
tiplication ;   Division.     Describe  the  method  of  teaching 
each. 

IV.  Elements    of   Denominate    Numbers. — Nature    of 
Denominate  numbers — Irregularity  of  scales — Inconveni- 
ence— Metric  system. 

1.  Principles  of  Teaching  : — (1).  Teach  by  means  of  the 
actual  measures. 

(2).  Require  pupils  to  make  a  practical  application  of 
the  measures. 

(3).  Have  pupils  estimate  length,  distance,  weight,  etc. 

2.  Method  of  Teaching: — Length;  Surface;  Volume; 
Weight ;  Capacity,  etc.     Describe  in  detail. 

V.  The  Elements  of  Fractions. — The  nature  of  a  Frac- 
tion— Its  relation  to  the  unit — The  notation  of  fractions — 
Complexity  of  the  conception  of  the  notation. 


41 

1.  Principles  of  Teaching  : — (1).  Develop  the  fractional 
ideas  by  means  of  objects. 

(2).  Pass  from  parts  of  a  unit  to  parts  of  collections. 

(3).  Illustrate  the  processes  with  objects,  lines,  circles, 
squares,  etc. 

(4).  Lead  pupils  to  analyze  the  problems  by  reasoning 
from  the  unit. 

(5).  Derive  the  methods  or  rules  by  analysis  and 
induction. 

^ 

2.  Method  of  Teaching : — (1).  Introductory  exercises  : — 
(a)   Parts  of  unit ;    (6)  Parts  of  numbers ;    (c)  Fractional 
expressions,  etc. 

(2).  Reduction  of  Fractions : — (a)  Numbers  to  frac- 
tions ;  (6)  Fractions  to  numbers  ;  (c)  To  higher  terms  ;  (d) 
To  lower  terms,  etc. 

(3).  Addition  and  Subtraction  : — (a)  Denominators 
alike  ;  (6)  Denominators  unlike. 

(4).  Multiplication  and  Division :— (a)  Fraction  by 
number ;  (6)  Number  by  fraction  ;  (c)  Fraction  by  fraction  ; 

(5).  The  Relations  of  fractions : — (a)  Fraction  to  a  num- 
ber; (6)  Number  to  a  fraction;  (c)  Fraction  to  a  fraction. 

NOTE.— A  teacher  should  be  able  to  show  how  to  illustrate,  analyze, 
and  derive  the  rule  in  each  one  of  these  cases. 


II.   Teaching  Advanced  Arithmetic. 

1.    The    Course   Includes. — The    course    in    advanced 
arithmetic  includes  the  following  subjects : — 

1.  Notation  and  numeration.     6.  Decimal  fractions. 

2.  Fundamental  rules.  7.  Denominate  numbers. 

3.  Factoring andcancellation.    8.  Percentage  and  interest. 

4.  Divisors,  multiples,  etc.         9.  Proportion,  etc. 

5.  Common  fractions.  10.  Involution  and  evolution. 


42 

2.  Methods  of  Teaching. — For  methods  of  teaching, 
see  suggestions  for  grammar  school  course  in  arithmetic. 

NOTE. — A  teacher  should  be  able  to  discuss  the  nature  of  each  one  of 
these  subjects,  and  state  the  principles  and  describe  the  methods  of  teaching 
each. 

III.  General  Suggestions. 

1.  Mental    Arithmetic : — Its     nature  ;    its    value  ;    its 
abuse ;  methods  of  recitation,  etc. 

2.  Written  Arithmetic  : — Its  nature  ;    forms  ot  written 
work  ;  methods  of  recitation,  etc. 

II.  TEACHING  GEOMETRY. 

Introduction. — 1.  Nature  of  geometry — Divisions.  Ori- 
gin of  geometry. 

2.  Value  of  geometry  : — Educational  value  ;  practical 
value. 

3.  Things  to  be  taught : — Geometrical  ideas ;  Geomet- 
rical truths, 

I.   Teaching  the  Elements  of  Geometry. 

1.  Nature  of  the  Subject. — Nature  of  the  elements — Com- 
pared  with   arithmetic — Importance  of  teaching  the  ele- 
ments to  children. 

2.  Principles  of  Teaching : — 

(1).  The  elements  of  geometry  should  precede  the 
elements  of  arithmetic. 

(2).  The  reasoning  of  geometry  should  follow  the 
reasoning  of  arithmetic. 

(3).  The  methods  of  teaching  the  elements  should  be 
concrete  and  inductive. 

3.  Methods  of  Teaching : — 

The  geometrical  Ideas: — (1).  The  elements: — solid; 
surface  ;  line  ;  angle. 

(2).  Lines  : — straight ;  curved ;  broken. 


43 

(3).  Surfaces  :  —  triangle  ;  quadrilateral ;  parallelo- 
gram ;  rectangle,  etc. 

(4).  Solids:— cube;  parallelepiped;  pyramid;  sphere; 
cylinder ;  cone,  etc. 

(5).  Angles  : — acute  ;  obtuse  ;  right. 

The  geometrical  Truths  : — (1)  Self-evident  truths  ; 
(2)  Truths  by  concrete  demonstration ;  (3)  Truths  to  be 
taken  on  faith. 

II.   Teaching  Geometry  as  a  Science. 

1.  Nature  of  the  Subject : — (1).  Definitions : — their  nature 
—how  to  teach  them. 

(2).  Axioms  : — their  nature — how  to  teach  them. 

(3).  Demonstrations  : — nature — kinds  —  errors  —  how 
to  teach. 

(4).  Practical  problems  : — nature — importance — how 
to  use  them. 

(5).  Undemonstrated  theorems  : — nature — importance 
— how  to  use  them. 

2.  The  Recitation  in   Geometry. — (a)   Assignment;    (6) 
Construction  ;  (c)  Demonstration  ;  (d)  Criticism  ;  (e)  Ques- 
tioning; (/)  Outlines,  etc. 

III.  TEACHING  ALGEBRA. 

Introduction. — 1.  Nature  of  algebra.  History  of  alge- 
bra; Kelation  to  arithmetic.  Symbols.  Generalization. 
Algebraic  reasoning.  The  equation.  Deduction.  Induc- 
tion, etc.  Mathematical  induction,  etc. 

2.  Value  of  the  study  : — Educational  value ;  practical 
value. 

/.   The  Elements  of  Algebra. 

1.   The  Principles  of  Teaching: — 

(1).  A  careful  transition  should  be  made  from  arith- 
metic to  algebra. 


44 

(2).  Pupils  should  begin  with  concrete  problems  rather 
than  with  abstract  exercises. 

(3).  Pupils  should  be  led  gradually  to  the  process  of 
generalization. 

(4).  There  should  be  a  thorough  drill  in  all  the 
processes. 

(5).  The  interpretation  of  general  formulas  should  be 
a  prominent  exercise. 

2.  The  Methods  of  Teaching.— (a)  Introduction ;  (b)  nota- 
tion ;    (c)   negative   quantity ;    (d)  fundamental   rules ;    (e) 
composition;    (/)   factoring;    (g)   fractions;    (A)    simple 
equations;    (i)   involution   and   evolution;    (j)  quadratic 
equations  ;  (k)  the  progressions,  etc. 

3.  General  Suggestions. — (1)  The  literal  notation ;  (2) 
Positive  and  negative  quantities ;  (3)  Exponents — general 
— negative — fractional,  etc. ;  (4)  Generalization — interpre- 
tation, etc. 

IV.  THE  PHYSICAL  SCIENCES. 

Introduction. — Nature  of  the  physical  sciences.  Classi- 
fication of  the  physical  sciences.  Elements  of  the  physical 
sciences.  Development  of  the  physical  sciences.  Value 
of  the  physical  sciences. 

I.  TEACHING  GEOGRAPHY. 

1.  Nature  of  Geography : — Divisions;  origin;  value,— 
educational — practical. 

2.  Methods  of  Teaching  Geography  : — (a)  The  synthetic 
method ;    (b)   The    analytic   method ;    (c)   The    inductive 
method  ;  (d)  The  deductive  method. 

3.  Courses   in    Geography  : — (a)   Primary   geography ; 
(b)  Advanced  geography. 

I.   Teaching  Primary  Geography. 

1.  Nature  of  the  Subject. — Nature  of  course  in  primary 
geography — What  it  embraces — When  it  should  be  begun. 


45 

2.  Principles   of   leaching ; — (1).    The   first   lesson   in 
geography  should  be  in  the  concrete. 

(2).  The  course  should  be  first  synthetic  then  analytic. 

(3).  The  facts  should  be  presented  before  their  classi- 
fication or  causes. 

(4).  The»course  should  begin  with  local  and  descrip- 
tive geography. 

(5).  The  course  should  combine  history  with  geog- 
raphy. 

3.  Methods  of  Teaching  : — (1).  Perception  of  geographi- 
cal facts  : — Land  ;  water ;  soil ;  people,  etc. 

(2).  Conception  of  geographical  facts : — Land ; — moun- 
tain ;  prairie ;  desert,  etc.  Water  ; — lake ;  river ;  strait ; 
ocean,  etc. 

(3).  Representation  of  geographical  facts  : — Direction ; 
making  maps;  lessons  on  maps,  etc. 

(4).  Explanation  of  geographical  facts : — Form  of 
earth  ;  motions  of  earth  ;  equator ;  parallels  ;  meridians  ; 
zones;  seasons,  etc. 

II.   Teaching  Advanced  Geography. 

1.  Nature  of  the  Subject. — General  nature — Relation  to 
primary  course — Includes  Descriptive  and  Physical. 

2.  Principles  of  Teaching  :—(!).  The  method  should  be 
analytic  as  well  as  synthetic. 

(2).  The  course  should  include  the  classification  of 
facts. 

(3).  The  course  should  include  an  inquiry  into  the 
causes  of  the  facts. 

(4).  All  possible  devices  should  be  employed  to  make 
the  facts  realistic  to  the  mind  of  the  student. 


46 

3.  Methods  of  leaching. — (a)  Definitions ;  (6)  descrip- 
tions ;  (c)  lessons  on  maps ;  (d)  drawing  maps ;  (e)  interest- 
ing facts;  (/)  imaginary  travels;  (g)  geographical  oat- 
lines;  (h)  use  of  pictures,  projections,  etc.;  (i)  physical 
geography ;  (j)  mathematical  geography. 


II.  TEACHING  PHYSIOLOGY. 

1.  Nature  of  the  Subject. — Its  general  nature.    Divisions 
for  instruction.     Value  of  the  knowledge.     Evils  of  igno- 
rance.    Relative  importance  of  anatomy,  physiology  and 
hygiene. 

2.  Principles  of  Teaching. — (1).  Instruction, — elements 
orally,  advanced  course  with  books.     (2).  Pupils  learn, — 
by  observation— by   description — by   drawing   the   parts. 
(3).  Materials  used, — the  human  body — parts  of  animals- 
plaster  models — charts,  etc. 

3.  Elementary  Course. — (1).  Anatomy  and  physiology  :— 
Head — neck — trunk — arms — hands — legs — feet — bones — 
muscles — blood — heart,  etc.     (2).  Hygiene  : — Food — air — 
clothing — exercise  —  sunshine — sleep — bathing — nails- 
hair — eyes — ears — teeth,  etc.,  effects  of  alcohol,  etc. 

4.  Advanced  Course.  —  (1).    Subjects :  —  The  bones  — 
muscles — digestion — circulation — respiration — the    skin- 
nervous  system — organs  of  sense. 

(2).  Method: — Describe  structure,  use,  laws  of  health, 
effect  of  alcohol  and  narcotics,  etc. 

• 
III.  THE  ELEMENTS  OF  SCIENCE. 

1.  Nature  of  the  Elements. — Object  of  this  instruction  ; 
Value  of  this  instruction.  Subjects  embraced; — plants — 
animals — minerals  —  air — water — heat — magnetism  and 
electricity. 


47 

2.  Principles   of    Teaching: — (1).    Pupils   obtain    their 
knowledge  from  the  object,  and  not  from  books. 

(2).  Pupils  should  be  led  to  observe  the  phenomena 
of  nature. 

(3).  Teacher  should  perform,  and  have  pupils  perform 
experiments. 

(4).  Pupils  should  describe  objects  through  the  lan- 
guage of  words  and  drawing. 

(5).  Teacher  should  endeavor  to  cultivate  an  interest 
in  the  study  of  nature,  her  objects  and  forces. 

3.  Course  of  Lessons  : — (1).  PLANTS  : — The  leaf;    the 
flower;    various    flowers;    fruits;     seeds;     germination; 
growth ;  local  flora. 

(2).  ANIMALS  : — Starfish ;  sea-urchin  ;  oyster ;  clam  ; 
snail ;  shells  ;  lobster ;  crab  ;  bee  ;  grasshopper  ;  cricket, 
etc  ;  domestic  animals ;  wild  animals  seen  at  the  zoological 
gardens. 

(3).  MINERALS: — Quartz;  feldspar;  mica;  hornblende; 
granite;  puddingstoue ;  slate;  trap;  marble;  iron;  cop- 
per; lead,  etc. 

(4).  HEAT  : — The  flame — the  candle — smoke — conduc- 
tion— convection — radiation — simple  experiments. 

(5).  AIR  : — Its  presence : — combustion ;  ventilation.  Its 
pressure: — lifting-pump;  force-pump;  barometer;  siphon. 
Elasticity  of  air  : — the  pop-gun  ;  hydraulic  fountain  ;  air- 
brake; air-pump. 

(6).  WATER  : — Its  pressure  : — equilibrium ;  fountains ; 
artesian  wells ;  city  water  system ;  hydrostatic  press ;  ele- 
vators ;  cotton-presses.  Capillarity : — tubes  ;  blotter  and 
ink ;  towel  and  water.  Buoyancy  : — boats ;  swimming ; 
specific  gravity. 


.       ,  48 

(7).  ELECTRICITY  AND  MAGNETISM  : — Frictional  elec- 
tricity; magnetism;  dynamic  electricity;  the  telegraph; 
the  telephone,  etc. ;  simple  experiments. 

NOTE.— For  books  of  reference,  see  "Simple  Experiments  in  the 
School-room,"  J.  F.  Woodhull;  "Chemical  History  of  a  Candle,"  Fara- 
day; "General  History  of  Fire,"  Tyler. 


V.  TEACHING  HISTORY. 

Introduction. — 1.  Nature  of  History  ;  divisions;  facts; 
philosophy,  etc. 

2.  Value  of  the  study  .of  History : — educational  value ; 
practical  value. 

I.   Teaching  the  Elements  of  History. 

1.  Nature  of  the  Subject.—  Nature  of  the  elements  of 
history — "What  should  be  embraced — The  value  of  such 
lessons. 

2.  Principles  of  Teaching : — (1).  The  first  lessons  in  his- 
tory should  be  given  orally. 

(2).  The  first  lessons  in  history  should  begin  at  home. 

(3).  The  basis  of  instruction  in  the  elements  of  history 
is  biography. 

(4).  The  first  lessons  in  history  should  be  given  in  the 
form  of  narratives. 

(5).  The   elements   of   history   should   be   taught   in 
connection  with  geography. 

3.  Methods    of    Teaching. — The    teacher's  statement; 
the   pupil's    recitation;    biography;    historic   narratives; 
home  history  ;  read  histories ;  pupils  bring  historic  matter 
into  the  school ;  use  of  blackboard  and  maps. 


49 

II.  Teaching  Advanced  History. 

1.  Nature  of  the  History. — Systematic  ;  style  ;  illustra- 
tions; leading  events;  historic  centres;  cause  and  effect ; 
general  history,  etc. 

2.  Students'  Preparation. — Use  of  the  text-book;  books 
of  reference;    use  of  a  library;    original  investigations7; 
graphic  outlines,  etc. 

3.  The  Recitation  in  History. — Topical  recitation ;  order 
of  recitation;    questioning;    new  matter;    reviews;    dis- 
cussions;   dates;    cause   and   effect;    maps    and   charts; 
pupils  make  maps ;  lectures,  etc. 

III.  Civil  Government,  or  Civics. 

1.  Its  Nature. — Nature  of  civics.     Value  of  a  knowl- 
edge of  civics. 

2.  Methods. — Course  of  instruction.     Principles  of  in- 
struction.    Methods  of  instruction. 


VI.  THE  ARTS. 

Introduction. — Nature  of  Art — Its  relation  to  science — 
The  useful  arts — The  tine  arts — Value  of  art — Educational 
value — The  school  arts, — writing,  singing,  drawing,  etc. 

/.   Teaching   Writing. 

1.  Principles  of  teaching. 

2.  Methods  of  teaching. 

II.   Teaching   Vocal  Music. 

1.  Value  of  vocal  music. 

2.  Principles  of  teaching. 

3.  Methods  of  teaching. 


50 

III.  Teaching  Modeling. 

1.  Value  of  modeling. 

2.  Principles  of  teaching. 

3.  Methods  of  teaching :  (a)  in  the  solid ;  (b)  in  relief. 

IV.  Teaching  Drawing. 

1.  Value  of  drawing. 

2.  Principles  of  teaching. 

3.  Methods   of   teaching:    (a)   surface   drawing;    (b) 
solid  drawing. 

V.  Manual  Training. 

1.  Nature  and  value  of  manual  training. 

2.  Course  of  instruction  in  manual  training. 

3.  Methods  of  instruction  in  manual  training. 

NOTE. — Special  courses  of  instruction  are  being  prepared  for  each 
one  of  the  school  arts  and  they  are  thus  omitted  in  this  general  syllabus. 

BOOKS  OF  REFERENCE.— Brooks's  " Normal  Methods  of  Teaching;" 
Bain's  "  Education  as  a  Science ;"  Compayre's  "Lectures  on  Pedagogy;" 
Currie's  "Common  School  Education  ;"  Fitch's  ' 'Lectures on  Teaching  ;" 
Johonnot's  "Principles  and  Practice  of  Teaching;  "  Page's  "Theory  and 
Practice  of  Teaching ;"  Prince's  "Courses  and  Methods;"  Parker's  "  Talks 
on  Teaching ;"  Parker's  "How  to  Study  Geography ;"  King's  "Methods 
and  Aids  in  Geography;"  Klemm's  " European  Schools ;"  Greenwood's 
"Principles  of  Education  Practically  Applied ;"  Raub's  "Methods  of 
Teaching;"  Wickersham's  "Methods  of  Instruction;"  Hall's  "Method 
of  Teaching  History  ;"  Rowland's  "Practical  Hints  for  Teachers  of  Pub- 
lic Schools;"  Frye's  "The  Child  and  Nature;"  White's  "Elements  of 
Pedagogy;"  De  Garmo's  "Essentials  of  Method;"  Patridge's  "  Quincy 
Methods;"  Calderwood  " On  Teaching ;"  Rosmini's  "Method  in  Educa- 
tion;" Shoup's  "History  and  Science  of  Education;"  Laurie's  "Lectures  on 
Language  and  Linguistic  Method;"  Prince's  "Schools  and  Methods  in 
Germany." 


PART  III. 


School  Economy. 


Introduction. — Nature  of  the  subject ;  what  it  embraces ; 
-.the'term  school  economy;  other  terms  applied  to  the  subject. 

I.  PREPARATION  FOR  THE  SCHOOL. 

1.  School  Grounds. — (a).  Location: — convenient;   suit- 
able; healthful,  etc. 

(b).  Arrangement; — size;  shape;  plan;  apparatus. 

2.  School  Buildings. — Size  and  form  :  internal  arrange- 
ment;   the  basement;    heating;  ventilation  ;  lighting,  etc. 

3.  School  Furniture. — Desks  and  seats;    blackboards; 
blinds  and  curtains,  etc. 

4.  School    Appliances. — Text-books  ;     charts ;     maps ; 
globes;    pens;    pencils;    slates;    apparatus;    specimens; 
library,  etc. 

5.  School  Studies. — For  primary  schools ;  for  grammar 
schools ;    for  high  schools ;    for  normal  schools ;    for  tech- 
nical schools;  for  colleges. 

II.  ORGANIZATION  OF  THE  SCHOOL. 

1.  The  Orcter.— Admission ;  school  hours;  classifica- 
tion; the  seating;  intermission;  communicating;  signals, 
etc. 


52 

2.  The  Studies. — Text-books;  formation  of  classes- 
assignment  of  classes  to  teachers ;  program  of  recitation ; 
time  for  study,  etc. 


III.  SCHOOL  EMPLOYMENTS. 

1.  Study. — The   objects;    the   incentives;     modes   of 
study ;  characteristics  of  a  student ;  home  study,  etc. 

2.  Recitation. — The  objects;    the  methods;    teacher's 
preparation;    pupil's  preparation  ;    reviews;  examination; 
marking  systems ;  graduation. 

3.  Exercises. — Plays;  gymnastics;  the  Swedish  system  ;• 
the  German  system,  etc. 


IV.  SCHOOL  GOVERNMENT. 

I.  School  Duties. — To  the  pupils ;  to  the  teacher ;  to> 
school  property ;  to  visitors,  etc. 

II.  School  Regulations. — To  secure  good  conduct ;  to- 
prevent  misconduct;  to  correct  misconduct. 

III.  School    Punishments. — The   object   of    penalties ; 
principle  of  penalty;  the  kind  of  penalties;  the  method  of 
punishments ;  improper  punishments. 

V.  SCHOOL  AUTHORITIES. 

/.   The  Teacher. — His  qualifications ;  duties  to  pupils; 
duties  to  his  profession  ;  duties  to  the  public. 

II.  School  Officers. — Board  of  control ;  local   boards ;. 
the  superintendency. 

III.  The  Patrons. — Their  duties  to  the  school;  to  the^ 
teacher;  to  their  children. 


53 


VI.  SCHOOL  'SYSTEMS. 

I.  The  American  System. — Public  schools;  academies 
rand  seminaries ;  technical  schools ;  colleges  ;  universities, 
•etc. 

II.  The  German  System. — The  folks'  school ;  the  real 
•schools;  the  gymnasia;  the  universities. 

III.  The  French  System. — The  maternal  schools;  the 
-elementary  schools  ;  theLycee;  the  "  Five  Faculties." 

IV.  The  English  System. — Board  schools ;  free  schools ; 
^secondary  schools ;  universities ;  technical  schools. 

CONCLUSION. 

Relation  of  Education. — To  labor;  to  health;  to 
crime ;  to  happiness ;  to  government ;  to  civilization. 

BOOKS  OF  KEFERENCE.— Wickersham's  "School  Economy ;  "  Raub's 
"Methods  of  School  Management;  "  Baldwin's  "Art  of  School  Manage- 
ment;" Morrison's  "Ventilation  and  Warming  of  School  Buildings;"  Kel- 
dogg's  "  School  Management ;"  Landon's  "  School  Management ;"  Payne's 
"  Chapters  on  School  Supervision ;"  Prince's  "School  Management,  etc.;" 
Pickard's  "School  Supervision;"  Newsholme's  "School  Hygiene;"  How- 
land's  "Practical  Hints  to  Teachers  ;"  Meyer's  "Aids  to  Family  Govern- 
ment," etc. 


PART    IV. 


The    History  of  Education 


I.  INTRODUCTION. 

Its  place  in  a  scheme  of  pedagogy.  Its  interest.  Its 
value  to  teachers.  What  it  embraces.  Development  of 
the  individual — of  science,  art,  and  literature — of  civiliza- 
tion. Methods  of  study. 


II.  ORIENTAL  EDUCATION. 

1.  China: — The   people;    their   character;    religion; 
learning;  system  of  education;  influence  of  learned  men; 
female  education. 

2.  India  : — Character  of  the  people  ;  religion  ;  caste  ;: 
learning;  system  of  education;  female  education. 

3.  Persia: — Character  of  the  people;    religion;    the 
magi;  learning;    system  of  education;  female  education.. 

4.  Egypt: — Character  of  the  people;   caste;    priests; 
learning;  their  arts;  system  of  education;  female  educa- 
tion. 

5.  Judea : — Character  of  the  people ;  religion ;  learn- 
ing; literature;  system  of   education;  female  education; 
influence  on  civilization. 


55 

III.  GRECIAN  EDUCATION. 

1.  The  Greeks: — Their  origin;  character;  language; 
literature;    science;    art;    cause   of  their    high    develop- 
ment, etc. 

2.  Sparta : — Character  of  its  people  ;  its  laws ;  system 
of  education, — physical,  intellectual,  and  moral  education; 
female  education. 

3.  Pythagoras  (580  B.  C.) : — His  life;  his  school;  his 
system ;  his  philosophy ;  his  methods. 

4.  Athens  : — Character   of  its   people ;    its  learning ; 
literature  ;    oratory  ;    sculpture  ;    architecture  ;   system  of 
education, — intellectual,  physical  and  moral;  female  edu- 
cation. 

5.  Athenian   Educators  : — Socrates ; — his   life — char- 
acter— methods   of    instruction ;    influence.      Plato  ; — his 
life  ;  works — philosophy — views  on  education — principles 
of  instruction — influence.     Aristotle; — his   life — works — 
philosophy — views  on  education — principles  of  instruction 
— influence. 

6.  Alexandria  : — The  great  library  ;  The  Septuagent. 
Teachers  of  science ;— Euclid  (fl.  300  B.  C.)— Archimedes 
(287  B.  C.);  Apollonius  (221  B.  C.) :  Ptolemy  (125  A.  D.); 
Galen  (fl.  130  A.  D.) ;  Hypatia  (fl.  415  A.  D.) ;    Plutarch 
(40-120).     Teachers  of  Christianity  : — Polycarp — Ignatius 
— Justin  Martyr — Origen,  etc.     Decline  of  Greek  learning. 
Influence  on  the  Romans. 

7.  Influence  of  Greek  culture, — on  science — on  art — 
on  education — on  civilization. 

IV.  ROMAN  EDUCATION. 

1.  The   Romans: — Their  origin;    language;    general 
characteristics ;  Grecian  influence. 

2.  System  of  education : — Their  schools ;  the  teachers  ; 
literator  and  literalus  ;  course  of  training ;  female  education ; 
influence  of  Greece. 


56 

3.  Educational  writers  :— Cicero  (106-43  B.  C.);— his 
life — educational  views.  Seneca  (12-69  A.  D.) ; — his  life — 
educational  views.  Quintilian  (40-118  A.  D.) ; — his  life — 
works — educational  views — system  of  instruction. 

5.  Influence  of  Roman  culture  on  education  and  civi- 
lization. 

V.  CHRISTIANITY  AND  THE  MIDDLE  AGES. 

I.  Early  Christianity. 

1.  Christ: — His    education;    life;    character;    as   a 
teacher;  His  method;  His  doctrines ;  His  influence. 

2.  Early   Christians  : — Their   education ;    social   life ; 
home  instruction ;  catechetical  schools. 

3.  The    Fathers    of    the    Church :— Tertulliari ;    St. 
Jerome ;    St.   Augustine ;    their    character ;    educational 
views. 

4.  Influence  of  Christianity  on  woman. 

_Z7.  Education  During  the  Middle  Ages. 

1.  Decline   of   learning.     Causes   of   the   decline ; — 
Opposition  of  Christianity  to   Greek  literature — Destruc- 
tion of  the  Alexandrian  library — Fall  of  the  Roman  em- 
pire— Conquests  of  the   Saracens — Asceticism.      General 
ignorance. 

2.  Schools  of  the  Church : — Monastic  schools  ;  cathe- 
dral schools ;  parochial  schools  ;  the  seven  liberal  arts, — 
the  trivium  and  quadrivium. 

3.  Charlemagne  (768-814) ; — His   interest   in    educa- 
tion; Alcuin  (735-804). 

4.  Alfred  the  Great  (848-901) ;— His  interest  in  educa- 
tion ;  his  studies  and  writings. 

5.  Chivalry; — Its  rise;  its  influence  on  character;  on 
social  life;  on  education. 


57 

6.  Rise    of    secular    education ;     town    or    burgher 
schools. 

7.  Education  of  women. 

VI.  THE  REVIVAL  OF  LEARNING  (12-15  C.). 

1.  Causes  of  the   revival : — The  Crusades ;    Saracen 
learning;    downfall    of  Constantinople  (1453);    study   of 
classical    literature ;    invention    of  printing ;    growth   of 
spirit  of  freedom  ;  decline  of  feudalism  :  elevation  of  the 
middle  classes. 

2.  Italy :— Literature ;— Dante  (1265)— Petrarch  (1304) 
— Bocaccio    (1313).      The   Arts;— Pisano   (1208)— Giotto 
(1276)— Fra  Angelico   (1387)— Brunelleschi   (1377)— Ghi- 
berti  (1381).  Eminent  teachers ;— Gerson  (1363) — Vittorino 
(1379)— JEneas  Sylvius  (1405).     Influence  of  Greek  schol- 
ars;   establishment  of  libraries;    University   of  Bologna 
(12  C.). 

3.  France  : — The     Troubadours  ;     the     Trouvieres  ; 
Abelard   (1079)  ;    Scholasticism    and   "  the   seven   liberal 
arts;"  Roscellinus  (1092), — "nominalism  and  realism;" 
the  University  of  Paris  (12  C.) ;  Thomas  Aquinus  (1227) ; 
Froissart  (1337). 

4.  England:— The    Norman    Conquest    (1066);    Le 
Franc  (d.  1089);  Anselm  (d.  1109);  Wicklifie  (1324);  Sir 
John  de  Mandeville  (1300) ;  Geoffry  Chaucer  (1328-1400) ; 
William  Caxton  (1412);  Universities  of  Oxford  and  Cam- 
bridge (13  C.). 

5.  Germany : — The  Minnesingers ;    the  Master  Sing- 
ers; the  Brethren  of  the  Common  Life  (14  C);  the  Uni- 
versities (14  C.) ;  Thomas  a  Kempis  (d.  1471). 

VII.  THE  RENAISSANCE  OF  THE  SIXTEENTH  CENTURY. 

1.  Meaning  of  the  Renaissance.  Progress  in  litera- 
ture, art,  and  science.  Study  of  ancient  languages. 
Humanism  in  education.  Causes  of  the  Renaissance. 


58 

2.  Italy  (aesthetic  education): — Literature; — Lorenzo 
de    Medici    (1448)— Ariosto    (1474)— Tasso     (1544),    etc. 
The  Arts;— Leonardo  da  Vinci   (1452) — Michael  Angelo 
(1474)— Titian  (1477)— Raphael  (1483),  etc.     The  Sciences ; 
—Columbus    (1435)— Galileo    (1564)— Cardano    (1501)— 
Tartaglia  (1500),  etc. 

3.  Germany  : — The    Humanists  ; — Agricola   (1443) — 
Reuchlin  (1455) — Erasmus  (1467) — their  educational  works 
and  views.     Theological  humanist ; — John  Sturm  (1507) — 
his  works — his  school — his  methods — his  influence.     The 
universities. 

4.  France: — Church   Schools; — the   schools    of    the 
Jesuits — their  studies — methods  of  teaching — methods  of 
discipline — their  influence. 

5.  England  (practical  schoolmasters) ; — Lily  (1468) — 
his  grammar;  Ascham  (1515) — his  "Scholemaster;"  Mul- 
caster  (1530 ) — his  "  Positions  "  and   his  "  Elementarie  ;  " 
Colet  (1466), 

6.  The   Reformation  :— Wickliffe    (1324) ;     Erasmus 
(1467);  Luther  (1483) ;  Melancthon  (1497) ;  Zwingli  (1494) ; 
Calvin  (1509) ;  the  influence  of  each  on  education ;  general 
educational  influence  of  the  Reformation. 


VII.  THE  REALISTS,  OR  THE  NEW  EDUCATION  (SIXTEENTH 
AND  SEVENTEENTH  CENTURIES). 

Reaction  against  abstract  education  ;    progress  in  sci- 
ence;   progress  in  literature;    intellectual   emancipation. 

1.  France  : — Rabelais     (1483), — his    life — writings — 
educational  doctrines  and  influence.     Montaigne  (1583), — 
his  life — writings — educational  doctrines — influence. 

2.  England  : — Bacon  (1560), — his   life — philosophy — 
writings — educational  doctrines — influence  on  philosophy 
and  education.     Milton  (1608), — his  life — writings — educa- 
tional views  and  influence. 


59 

3.  Germany: — Ration    (1571), — his   life — educational 
work — principles  of  teaching — influence. 

4.  Moravia : — Comenius  (1592), — his  life — educational 
work — writings — grades  of  schools — principles  of  teaching 
— influence  on  education. 


IX.  EDUCATION  IN  THE  SEVENTEENTH  CENTURY. 

Progress  slow ;  popular  education  not  recognized ; 
further  planting  of  new  ideas. 

1.  England  :— Locke  (1632),— his   life— philosophy- 
educational  doctrines — influence. 

2.  France  : — Jansenism  and  Port  Royal  schools ;  their 
methods.     Pascal  (1628).     Fenelon  (1651),— his  writings — 
educational  views — labors.     Rollin  (1661), — his  writings — 
labors — educational  views. 

La  Salle  (1651)  (the  Christian  schools),— his  life- 
character — labors — writings — educational  views — teachers' 
seminary. 

3.  Germany: — Francke     (1663), — his     life — work-^ 
views — teachers'  seminary — influence. 

4.  Education  of  women  in  the  seventeenth  century. 

X.  EDUCATION  IN  THE  EIGHTEENTH  CENTURY. 

Progress  in  educational  thought  and  practice ;  the 
methods  of  nature;  growth  of  the  idea  of  popular 
education. 

1.  France : — Rousseau  (1712) ;  the  naturalistic  school ; 
his   life — character — his    fimile — educational    doctrines — 
his  influence. 

2.  Germany  :— Basedow  (1723) ;  the  philanthropist  ; 
his    life  —  character  —  educational    work  —  methods — in- 
fluence. 


60 

3.  Switzerland  : — Pestalozzi  (1746) ;  life  ;    character  ; 
educational  experiments ;  his  educational  writings  ;  educa- 
tional views;  merits  and  demerits;  influence  upon  educa- 
tion. 

4.  The  humanistic  education  ;    nature  of  humanism ; 
representatives ;  their  influence. 

5.  Education  of  women  in  the  eighteenth  century. 

X.  EDUCATION  IN  THE  NINETEENTH  CENTURY. 

The  golden  age  of  education  ;  general  adoption  of 
new  ideas;  recognition  of  the  principle  of  popular  educa- 
tion; establishment  of  public  schools;  college  education 
modified;  female  education  provided  for;  establishment 
of  normal  schools,  etc. 

1.  Switzerland  :— Pere     Girard     (1765),— his     life — 
•educational  work — educational  doctrines — educational  in- 
fluence. 

2.  France  : — Jacotot  (1770), — his  life — his  doctrines — 
his     influence.     Madame    de    Genlis;    Madame    Guizot; 
Madame  Neeker,  etc.     The  Natural  Schools. 

3.  Germany: — Froebel  (1782), — his  life — educational 
labors — educational    doctrines — the    kindergarten — influ- 
ence on  education.     The  State  Schools. 

4.  England  : — Bell ;   Lancaster ;  Wilderspin  ;    Stow  ; 
Hannah  Moore  ;  Dr.  Arnold.     System  of  schools. 

5.  America:— Horace  Mann;  Cyrus  Pearce;  David  P. 
Page  ;  Warren  P.  Colburn  ;  Mary  Lyon ;  Emma  Willard, 
*etc.     The  Public  Schools. 

XL  KECENT  EDUCATORS. 

French  :—  Saint  Simon  ;  Fourier  ;  Comte  ;  Dupan- 
loup  ;  Buisson  ;  Compayre. 

German :— Herbart ;  Beneke  ;  Dressier  ;  Grube  ; 
Schmidt. 


61 

English: — Herbert  Spencer;  Alexander  Bain;  J.  G. 
Fitch;  R.  H.  Quick;  S.  S.  Laurie. 

American : — Henry  Barnard ;  Thomas  H.  Burrows  ;• 
James  P.  Wickersham ;  John  D.  Philbrick,  etc. 

XIII.  HISTORY  OF  EDUCATION  IN  THE  UNITED  STATES. 

Public  schools  : — their  origin  ;  origin  in  Pennsylvania  ; 
in  Philadelphia. 

Colleges  and  Universities  : — their  origin ;  growth  ; 
eminent  men  connected  with  them,  etc. 

Normal  schools  :  their  origin  ;  development ;  eminent 
men  connected  with  them. 

Female  education  :  seminaries  ;  women's  colleges ; 
admission  into  men's  colleges,  etc. 

Teachers'  Institutes  :  State  Teachers'  Association  ;: 
National  Educational  Association;  The  National  Bureau 
of  Education. 

XIV.  CONTEMPORARY  PUBLIC  EDUCATION. 

In  Germany:  the  primary  schools;  the  gymnasia;: 
the  real  schools ;  the  universities. 

In  France:  maternal  schools;  elementary  schools;, 
lyceums  ;  the  "  Five  Faculties." 

In  England :  board  schools ;  free  schools ;  endowed 
schools ;  universities. 

BOOKS  FOR  STUDY  AND  REFERENCE. 

GENERAL  HISTORIES.— Painter's  "  History  of  Education  ;  "  Com- 
payre's  "History  of  Pedagogy;"  Browning's  "Educational  Theories;" 
"History  and  Progress  of  Education,"  by  Phil obiblius;  Quick's  "Educa- 
tional Reformers  ;  "  Hailman's  "  History  of  Pedagogy." 

SPECIAL  TREATISES.— Laurie's  "Rise  of  Universities;"  Laurie's- 
"Comenius:"  Barnard's  "German  Teachers  and  Educators;"  Staun- 
tpn's  "Schools  of  England;"  Morley's  "Rousseau;"  "Rousseau's 
Emile,"  by  W.  H.  Payne;  De  Guimp's  "  Pestalozzi ; "  Kriisi's  "Life  of 
Pestalozzi;"  Pestalozzi's  "Leonard  and  Gertrude;"  Leitch's  "Practical. 


62 

Educationists;"  Joseph  Payne's  Lecture  on  Jacotot  in  "Lectures  on  the 
Science  arid  Art  of  Education;"  Gill's  "Systems  of  Education;"  "  Remi- 
niscences of  Froebel,"  by  Yon  Marenholz-Bulow  ;  "  "Memoir  of  Froebel," 
Milton  Bradley  &  Co.;  Hailman's  "Kindergarten  Culture;"  Froebel's 
"  Education  of  Man  ;  "  "  Free  School  System  in  the  United  States,"  Charles 
Francis  Adams ;  Wickersham's  "  History  of  Education  in  Pennsylvania  ; " 
Boone's  "  History  of  Education  in  the  United  States  ; "  Helene  Lange's 
"Higher  Education  of  Women  in  Europe;"  Joseph  Payne's  "Visit  to 
German  Schools ;"  Matthew  Arnold's  "Report  on  Schools  of  France  and 
Germany,"  and  "  Higher  Schools  and  Universities  of  Germany;  "  Klemm's 
"  Visit  to  European  Schools  ;  "  Bardeen's  "  French  Schools  through  Ameri- 
can Eyes;"  Grasby's  "Teaching  in  Three  Continents;"  Mullinger's 
"History  of  the  University  of  Cambridge;"  Lyte's  "History  of  the  Uni- 
versity of  Oxford;"  Draper's  "Intellectual  Development  of  Europe;" 
"Ignatius  Loyola,"  by  Hughes  ;  "  The  Jansenists,"  by  Sainte  Beuve. 

WORKS  FOB  GENERAL,  READING.—  Mahaify's  "Old  Greek  Edu- 
cation;" Church's  "Roman  Life  in  the  Days  of  Cicero,"  Chapters  I  and 
II;  Stille's  "Studies  in  Medieval  History,"  Chapters  XII,  XIII,  XIV; 
Maitland's  "The  Dark  Ages;"  Gibbon  "Student  Edition,"  Vols.  II  and 
III;  Mullinger's  "History  of  the  Schools  of  Charles  the  Great;"  Town- 
send's  "Great  Schoolmen  of  the  Middle  Ages;"  Stubbs's  "Lectures  on 
Mediseval  and  Modern  History,"  Chapters  VI  and  VII;  Conde's  "The 
Arabs  in  Spain  ;"  Symond's  "Renaissance  in  Italy;" — "The  Revival  of 
Learning ; "  Pater's  "  The  Renaissance  ;"  Green's  "Shorter  History  of  the 
English  People,"  Chapters  I,  II,  III,  VI." 

FOR  CONTEMPORARY  EDUCATION.— See  Reports  of  the  U.  S.  Com- 
missioner of  Education,  Department  of  the  Interior. 

It  would  be  well  for  students  of  the  history  of  education  to  read  in 
connection  with  the  subject  some  good  general  outline  of  the  history  of 
Europe,  as  Freeman's  "General  History  of  Europe."  Barnard's  "Journal 
of  Education  "  is  a  rich  mine  of  information  on  the  history  of  systems  and 
methods.  The  article  on  Education  in  the  "  Encyclopaedia  Britannica  is 
a  valuable  monograph  upon  the  subject.  Bohn's  Editions  of  Plato,  Aris- 
totle, and  Quintilian  are  also  recommended  ;  especially  Plato's  "Republic," 
Aristotle's  "Politics  and  Economics"  and  Quintilian's  "Institutes  of 
Oratory." 


OV«  "-00    0N    THE 


FEB  15    193? 


aiM'seae 

JUL 


SEP    G  1940 

181945 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


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WrM 


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VAU  A 


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